Speech is a critical language skill that individuals can use throughout their lives, constituting a fundamental element of the communication process. The necessity and obligation of communication, being both a need and a requirement for humans, necessitate the development of individuals’ speaking skills. Speech plays a pivotal role in facilitating accurate, effective, and efficient individual and societal interactions. Therefore, students should acquire speaking competencies and be able to employ them functionally. This study was conducted with the aim of addressing the problem of students struggling to express their emotions, thoughts, fantasies, and impressions. Within this context, the role of interactive classroom environments in enhancing students’ speaking skills was investigated. The study was carried out through participatory action research. The study group was determined through convenient sampling, consisting of 11 students in the seventh grade of a middle school located in Ankara. Action plans, designed by the researcher and finalized with expert opinions, were used in the research process. Data were obtained through observations, semi-structured interviews, researcher and student diaries, as well as documents used in activity studies. Content analysis technique was employed in the analysis of the obtained data. As a result of the research, it was concluded that students actively participated in the learning-teaching process as active participants in interactive classroom environments for Turkish lessons, learning by doing, experiencing, and having fun, which led to the development of speaking skills. Additionally, it was observed that students in interactive classroom environments made efforts to use words in accordance with their meanings, paid attention to body language, and voice modulation. Based on the results of the research, various recommendations were made to teachers, including the use of technology in the learning environment, incorporating collaborative activities, among other strategies.