Research findings have shown that classroom interaction is so important and helps learners develop necessary skills such as exploring knowledge and developing critical thinking. The complex nature of classroom interaction can take different forms, such as teacher-student, student-student, and in each classroom context, different types of interactional behaviors can be observed. Learners can participate enthusiastically or remain silent most of the time. Most teachers may encourage students to speak up in class, others may consider oral participation not that important for students' academic success and do not try to engage their students in class. One possible reason for students' silence in class is that most students learn English as an academic subject or simply to pass an entrance exam. Ellis (1985) discussed issues related to foreign language acquisition: learner language, external factors, and second language acquisition in the classroom. Another potential reason may be that students' learning and academic success are not always linked to their participation and interaction in class. They get good grades without participating in classes. However, if the knowledge acquired cannot be used to solve a problem or if the learner cannot use it in a real-life situation, then meaningful learning does not take place. As a result, grades cannot be used as a reliable source for measuring learner outcomes. Research results show that asking questions, offering comments, and any type of classroom participation have beneficial effects and increase students' critical thinking skills. Like Allwrit (1984) who considers classroom interaction as a fundamental fact of classroom pedagogy, since everything and always...... middle of paper ...... taking behavior is influenced by external factors such as their cultural beliefs or practices. , their learning situation, such as: teachers' attitude, teaching style and other course-related factors, such as class size and classroom activities.1.3. Purpose of the StudyThe purpose of this study is to find and analyze risky behaviors of language learners. In this study, I will review previous studies that have investigated the risk-taking behavior of English learners in order to identify common factors that inhabit students' risk-taking. Our goal is to find answers to current research questions:1. What are the factors that prevent Turkish students from taking risks in EFL class?2. The extent to which students with high risk-taking ability differ from students with low risk-taking ability in terms of the factors they believe prevent them from taking risks.?3.