In the years 2020 and 2021, a total of 1,142,352 international students pursued their higher education degrees in the U.S. (SEVIS, 2022), many learning in English for the very first time. International students benefit from interaction in the classroom to support their learning and continued English language development (Loewen & Sato, 2018). The interaction hypothesis (IH) is a helpful lens to consider language interaction in a variety of learning environments (Long, 1996). More specifically, the IH suggests that modifications and negotiations made during conversational interaction help language learners process input. Although the IH has traditionally focused on the traditional face-to-face classroom setting, it may also support our understanding of language interaction in virtual and/or hybrid environments. The current study thus aims to extend the IH to virtual/hybrid environments and explore strategies that promote interaction between international students and their peers/instructors in the hybrid classroom. This phenomenology study adopts a sequential mixed method design. First, a survey will be used to collect instructors' preferred strategies and tools for promoting interaction in their hybrid courses. Based on the findings, follow-up interviews will be conducted to investigate the rationale, challenges, and solutions in promoting interaction among international students in hybrid courses. Interviews were transcribed and coded for thematic analysis (Saldan~a, 2013). The findings of this study aim to expand the Interactive Hypothesis and add the lens of hybrid learning to the existing theory. The findings illustrate the challenges that international students face, instructors' solutions to cope with those challenges, and instructors' challenges in their hybrid teaching. Also, the findings provide effective strategies, tools, and recommendations for instructors to promote international student interaction in the hybrid learning environment. Lastly, the findings indicate participants' theoretical understanding and reflections regarding theories that apply to hybrid teaching. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]