The second language classroom has long been a center of research interest. Researchers have attempted to examine the second language classroom to find out in what ways classroom experience differs from the experience a speaker has in the target language environment, and why and how language classrooms differ among themselves. Furthermore, they have tried to identify the factors which lead to different results in a classroom and cause classroom activities to change from one class to another. Classroom-centered research focuses on the classroom and investigates what is taking place in the classroom so that the rich and descriptive data collected during the observation periods help describe many problems that students face while learning and internalizing the target language. The concern of this thesis was to find out the influence of using different teaching approaches (function-based Structural Approach versus function-based Communicative Approach) on student motivation, participation, interaction, and communication in the EFL classroom. Action-research was carried out to investigate this research question. The assumption behind the present study was that learners in the EFL environment are very likely to be motivated to the highest degree and to benefit from learning functions and notions of language communicatively rather than structurally. In other words, a function-based Communicative Approach would enable them to distinguish among the various functions of structures under different contexts more than they would do from a course which was solely based on drills as in a function-based Structural Approach. It is believed that EFL students learn and use the language far better if they are provided with the circumstances that facilitate their language use. The results of the study indicate that students enjoyed English class most when they used their language to interact/communicate with each other in a real-life situation. Moreover, they felt that they needed to learn the grammar of the language. But they did not want to learn grammar rules in their abstract forms. Instead, they wanted to play language games whose focus was on content not on linguistic forms. In other words, they wanted to combine grammar with communicative activities. Based on the results drawn from the study, teaching grammar without context is not advisable. Students enjoy studying language in meaningful contexts through communicative activities. When they enjoy the language learning process, then they became motivated and, thus, they learn better. They need to know various functions of language, how, when and where they are used. They need to know how to distinguish between formal and informal language. Furthermore, they need a friendly and relaxing atmosphere working with a teacher who does not operate as the sole authority but as a guide, a friend in the classroom so that they can work in a relaxed atmosphere.