Abstract:
This study seeks to investigate the relationship between the social and cultural factors and students’ reluctance to speak during oral sessions, to find out whether these factors hinder or stimulate the process of developing students’ speaking and participation skills during oral class sessions. It also aims to provide a deeper and clearer understanding of the concept of social factors which include: society, family, peers, socioeconomic status, and gender differences, in addition to cultural factors that include: religion and beliefs, values, and customs and delve into the theoretical framework that encompasses these concepts. Mixed methods approach was used to collect the data required to investigate this study, including first an observation of EFL First Year students’ participation and interaction during oral sessions at the Department of English at the University of Ghardaia. An online interview was conducted with four professors with previous and current experience in teaching the Oral module. Finally, a questionnaire directed to a group of first-year EFL students was administered to get their insights and viewpoints about the influence of socio-cultural factorson their reluctance to speak. The study concludes with a set of strategies, suggestions, and recommendations as solutions to be implemented by educators for a future inclusive educational environment for EFL students.
Keywords: Students’ reluctance, socio-cultural factors, oral sessions, EFL students, speaking skill development.
