In many of today’s EFL classrooms, teachers struggle to get students to actively participate and interact with their teacher, peers and language. This research examines the techniques that EFL teachers use to enhance teacher-student interaction in Syrian classrooms. It also explores students’ responses to the opportunities offered by their teachers. Using an exploratory case study design, this study draws on five video recorded classroom observation sessions for two EFL teachers. Findings in this study revealed that classroom interaction substantiates the stimulus response as a predominant method to teaching in this country. They also suggested the students became more inclined to talk when they found the teacher paying attention and showing interest in the answer. The teachers are recommended to increase students’ opportunities for practicing the language forms they are learning.