Purpose: This paper examined the application of the input-interaction-output model in English-as-Foreign-Language (EFL) learning environments with four specific questions: (1) How do the three components function in the model? (2) Does interaction in the foreign language classroom seem to be effective for foreign language acquisition? (3) What factors might facilitate/impede interaction, which, in turn, positively or negatively affect output? (4) What are effective teaching methods to enhance interaction and ensure quality of output? Methodology: A systematic search for empirical studies was conducted in the selected databases, which yielded 26 studies from different parts of the world. These studies met the preset criteria concerning medium of instruction, setting, relevancy and quality. Findings: The review demonstrated that when input, interaction and output worked together, positive English learning results were achieved by EFL learners. In addition, the relationship among input, interaction, and output was likely to be influenced by such factors as language environment, task type, gender, and language proficiency. The review also showed that in the face of diversified forms of interaction, EFL teachers were capable of efficiently implementing different teaching strategies. Significance: The review not only lends support to the applicability of the interaction model in foreign language contexts, but also suggests from the pooled evidence, effective ways to apply the model in the EFL class. These findings can be used to help launch educational campaigns promoting the application of the interaction model within the EFL classroom.