The study investigated the effect of classroom interaction and feedback methods as catalysts to effective summary writing instruction in Akinyele Local Government Area, Oyo State. The survey design was adopted. The instruments used were Teacher-Student Classroom Interaction Pattern Observation Schedule(r=), Feedback Methods Observation Schedule(r=) and Summary Writing Achievement Test(r=0.81). The participants were 250 randomly sampled students (50 per school) from five secondary senior secondary schools and 10 teachers purposely selected (two per school). Data were analyzed using descriptive statistics and Pearson Product Moment Correlation at 0.05 level of significance. Results revealed that teachers initiated most of the talks and mostly used oral feedback. Teacher-student classroom interaction pattern correlated significantly with students’ achievement in English summary writing (r=0.537). It was, therefore, recommended that teachers should encourage peer interaction to promote collaboration in summary writing instruction.