Verbal interaction is human interactions using words or messages in linguistic form. Verbal interactions in the EFL classroom has a positive impact in improving students' English language skills. However, the implementation is very complicated in which verbal interactions still occur in one direction and the teacher is still the centre in the learning process. This research aimed to find out the patterns of verbal interactions between teacher-students, and also among students in the EFL classroom using the FLINT and Scrivener (2011) theory. This research also focused on the factors that support and inhibit verbal interactions. The population was the second grade students and all the English teacher of Ruhul Islam Anak Bangsa Islamic Boarding School. The sample was 30 students of XI MIPA I (male), 35 students of XI MIPA I (female) and two teachers that taught in both class. This research used classroom discourse as type of research with qualitative data types. The data were gathered from observation and interview. The results showed that the pattern of verbal interactions using FLINT and Scrivener theory in both classes occurred in a two-way pattern where there was balanced response and feedback between teachers and students, as well as among students. The most dominant FLINT category in both classes is the same, namely the ask question category for teacher talk and students response, specific for student talk. Supporting factors for verbal interactions consist of teacher readiness to teach, remembering students' names, expressive teachers, students' conditions, games. Meanwhile, inhibiting factors consist of lack of time, shy students, and teacher unpreparedness in teaching. Lastly, this study is expected to direct teachers to apply the FLINT category in the teaching process in order to achieve interactive verbal interactions with students