The Impacts of Socio-cultural environment on Oral Production in English:

The Case of First-Year Undergraduate Students of LEA Department at

Gaston Berger University.
Table of Contents
1. General Introduction
2. Chapter One: Fundamental Concepts
2.1. Introduction
2.2. Oral
2.3. Speaking
2.4. Oral Competences
2.5. Oral Proficiency
2.5.1. The Communicative Component
2.5.1.1. Pragmatics
2.5.1.2. Discourse Analysis
2.5.1.3. Nonverbal Communication
2.5.2. The Sociolinguistic Component
2.5.2.1. Dialects
2.5.2.2. Accents
2.5.2.3. Social Register of Language
2.5.3. The Linguistic Component
2.5.3.1. Phonetics and Phonology
2.5.3.2. Morphology
2.5.3.3. Syntax
2.5.4. Oral Production Elements
2.5.4.1. Pronunciation
2.5.4.2. Grammar
2.5.4.3. Vocabulary
2.6. Oral Comprehension and Production Differences
2.6.1. Oral Comprehension
2.6.2. Oral Production
2.6.2.1. Activities Related to Oral Production
 2.6.2.1.1. Role Playing
2.6.2.1.2. Debates
2.6.2.1.3. Storytelling
2.6.2.1.4. Interviews
3. Chapter Two: Socio-cultural Environment
3.1. Introduction
3.2. Socio-cultural Aspect
3.3. The Socio-cultural Milieu and Its Impact on Learning
3.3.1. Social Environment
3.3.2. Scholar Environment
3.3.3. Cultural Environment
3.3.4. Sociocultural Environment
3.4. Delimiting the Out-of-Class Context
3.4.1. Out-of-Class Activities
3.4.1.1. Media
3.4.1.1.1. Print Media
3.4.1.1.1.1. Books
3.4.1.1.1.2. Newspapers
3.4.1.1.2. Non-print Media
3.4.1.1.2.1. Television
3.4.1.1.2.2. Computer Games
3.4.1.1.3. Social Media
3.4.1.1.3.1. TikTok
3.4.1.1.3.2. YouTube
3.4.1.1.3.3. Instagram
3.4.2. Home Background
3.4.2.1. Parent’s Cultural Background
3.4.2.2. Parent’s Educational Background
 3.4.2.3. Family’s Role in Learners’ Educational Attainments
3.4.2.4. Parent’s Status
3.5. The Role of Parents and Teachers’ Involvement on Student Motivation and
Accomplishments
3.6. Parents: The First Teachers
3.7. Teachers as Role Models
3.8. Role of Official Policies
3.9. Conclusion
4. Chapter Three: Research Methodology, Data Analysis, and Interpretation
4.1. Introduction
4.2. Research Design
2.1 Overview
2.2 Rationale for the Chosen Design
4.3. Methodology
3.1 Research Methods
3.1.1 Qualitative Methods
3.1.2 Quantitative Methods
3.2 Sampling Procedure
3.3 Data Collection Tools
3.3.1 Students’ Survey
3.3.2 Teachers’ Interviews
4.4. Population Research
4.5. Sample Size Determination
4.6. Profile of the Sample Population
6.1 Students’ Profile
6.2 Teachers’ Profile
4.7. Data Analysis
7.1 Evaluation of Students’ Surveys
7.2 Evaluation of Teachers’ Interviews
 4.8. Interpretation of Results
8.1 Discussion on the Primary Findings
8.2 Proposals and Recommendations
4.9. Constraints of the Research
4.10. Final Remarks
5. General Conclusion
6. References
7. Appendices
8. Summary
INTRODUCTION

In the globalized landscape of the 21st century, the importance of learning English as a foreign
language cannot be overstated. English has emerged as the lingua franca, serving as a bridge that
connects individuals from diverse linguistic and cultural backgrounds. The acquisition of English
opens doors to a plethora of opportunities, ranging from academic pursuits and professional
advancement to enhanced intercultural communication.

English, as the predominant language in international business, science, technology, and

diplomacy, is a key asset in fostering global connectivity. Proficiency in English empowers
individuals to engage in cross-cultural collaborations, breaking down linguistic barriers and
facilitating effective communication on a global scale. In the academic sphere, English is often
the language of instruction in prestigious institutions worldwide, making it an essential tool for
accessing a wealth of knowledge and research.

Yet, the process of learning English as a foreign language is not without its hurdles. Learners
grapple with diverse challenges, ranging from variations in pronunciation and vocabulary to the
intricacies of cultural nuances that permeate the language. The difficulty of mastering English is
further compounded by the influence of socio-cultural factors, which shape not only linguistic
expression but also the effectiveness of oral communication.

In the context of learning a foreign language, the proficiency to effectively convey thoughts and
acquire a satisfactory command of the language holds significant importance in the realm of
English as a foreign language learning. The process of acquiring a second or third language and
the educational fulfillment of learners can be influenced by various factors. While the primary
aim of education is the academic development of students, it is evident that several factors can
affect academic achievement. Among these, socio-cultural elements emerge as crucial
determinants of the academic outcomes of learners in a second or third language. Hence, it is
essential to consider factors such as the learning environment, unintentional learning through
extracurricular activities, the impact of mass media, the dynamics of the home environment, and
the extent of family and parental involvement in their children's academic pursuits when
examining the socio-cultural context of students. These factors have the potential to either
facilitate or hinder the academic success of learners.
Motivation:

My decision to conduct this study has been shaped by extensive observation among students in
language departments. Few students communicate in the languages they are learning, and this
can pose a barrier to foreign language acquisition. Most students prefer to communicate in their
national languages. However, the best way to master a language is to use it frequently. The more
one communicates in a language, the better one masters it. As students, it seems that we have
overlooked this crucial factor. Hence, it is common to encounter students with language degrees
who struggle to engage in extended conversations in the languages they have learned. What are
the main causes? We will undoubtedly find an answer to this question at the end of the study.

The motivation for this research is grounded in the recognition that the initial year of
undergraduate studies marks a pivotal period in the language learning journey. As students
navigate the transition to higher education, they are immersed in a new linguistic and cultural
environment, which significantly influences their oral proficiency in English. Gaston Berger, as
an academic institution, provides an ideal setting for this investigation, encapsulating diverse
cultural backgrounds within its student body. The significance of this study extends beyond
academic discourse; it holds the potential to inform language teaching methodologies, offering
insights into the creation of culturally responsive and inclusive educational approaches. Through
a comprehensive exploration of formal and informal learning environments, including
extracurricular activities, media exposure, and familial influences, we aim to shed light on the
nuanced dimensions of the socio-cultural environment and its profound impacts on the oral
production of first-year undergraduate students at Gaston Berger.

Statement of research’s problem under investigation:

The study seeks to investigate and understand the influences of the socio-cultural environment
on the oral production skills of first-year undergraduate students at Gaston Berger University,
focusing on their experiences with English as a foreign language. The primary research problem
revolves around determining how specific socio-cultural factors, including the learning
environment, extracurricular activities, family dynamics, and cultural backgrounds, contribute to
or hinder the oral proficiency of these students. This research aims to fill a gap in the existing
literature by exploring the nuanced relationship between socio-cultural elements and language
learning outcomes, particularly in the context of oral production among first-year undergraduate
students at Gaston Berger University.

Purpose of study: The primary objective of this exploratory study is to identify and scrutinize
the influence of specific socio-cultural factors on the oral production of first-year undergraduate
students at Gaston Berger University. This research, focusing on students in the English and
Foreign Applied Languages sections, aims to uncover key elements that could enhance the
speaking abilities of students learning English as a foreign language. The empirical investigation
targets first-year students, seeking to elucidate factors that may contribute to notable
improvements in their oral proficiency. By doing so, the study aims to deepen our understanding
of how socio-cultural elements may impact the acquisition of English as a foreign language and
students' accomplishments in oral production. This inquiry involves a thorough examination of
the social and cultural backgrounds of the students. The anticipated significance of the study lies
in its potential to raise awareness among learners regarding the role of their socio-cultural
environment in skill development, encouraging increased participation in out-of-class language
activities.

The interest of the Topic: The interest of the study lies in its meticulous examination of the
influence of socio-cultural factors, including the impact of national languages like Wolof and
Pular, and others, on the oral production skills of first-year undergraduate students at Gaston
Berger University. This research is particularly compelling as it addresses a crucial aspect of
language acquisition, offering insights into the complex dynamics shaping oral proficiency. The
specific focus on the early university years and the acknowledgment of linguistic diversity within
the socio-cultural milieu contribute to a nuanced understanding of language learning. The
findings of this study hold practical implications for educators, enabling the development of
targeted teaching methodologies that consider the linguistic backgrounds of students, fostering
an inclusive and enriched language learning experience. Ultimately, the research contributes to
academic discourse and empowers students to navigate the linguistic intricacies of their
educational journey.
Research questions: The afore-mentioned discussion endeavors to find answers to the following
questions. That guided the collection and analysis of data in this study.

1. What are the main socio-cultural environment factors that affect English as a foreign language
students’ oral performance?

2. Does socio-cultural environment influence learners’ learning?

3. To what extent does socio-cultural surroundings impact student’s oral performance?

4. How can learners Overcome difficulties related to socio-cultural constraints?

Hypotheses: The primary focus of this study is to explore the factors within the socio-cultural
environment that affect students' oral proficiency. Building upon the questions raised earlier, the
following hypotheses have been developed, and the researchers will be operating under the
assumption that:

1. The outcomes of learners may be influenced by the family environment, surroundings, and the
social class of parents.

2. Students' academic achievement is positively correlated with their socio-cultural background.

3. A positive socio-cultural environment has the potential to contribute to students' high

performance and favorable outcomes.

4. Low proficiency in spoken English as a foreign language among learners can be attributed to
the pervasive negative attitudes and societal perspectives they absorbed during their formative
years through daily interactions in their homes, schools, and local communities

Methodology: According to Dr. Helen Kara methodology is not just a procedural aspect of a
thesis, but a critical element of the overall research design. It represents the logic behind the
chosen approach to research, and the methods used to answer the research questions. A strong
methodology section should provide a clear and comprehensive account of the research design,
including the sampling strategy, data collection and analysis methods, and any ethical
considerations. Ultimately, the methodology should inspire confidence in the reliability and
validity of the findings, and advance the field by contributing to the development of new
research methods and techniques.

The methodology employed in this thesis seeks to investigate the impacts of the socio-cultural
environment on the oral production of English among first-year undergraduate students at Gaston
Berger University in LEA Department. To explore this research objective, a mixed-methods
approach will be adopted, combining both quantitative and qualitative research methodologies.
This comprehensive approach will enable a deeper understanding of the complex relationship
between the socio-cultural context and students' oral English proficiency.

Research Design: The chosen research design is a sequential explanatory design, consisting of
two distinct phases. Initially, quantitative data will be collected to provide a broad overview of
the oral production skills of first-year undergraduate students. This will be followed by a
qualitative phase, which aims to explore the students' experiences, beliefs, and attitudes towards
the socio-cultural environment and its influence on their oral English production.

Sampling: Convenience sampling will be used to select a representative sample of first-year

undergraduate students at Gaston Berger University in LEA Department. This approach will
allow for a diverse representation of students with varying socio-cultural backgrounds and
English proficiency levels. The aim is to capture a breadth of perspectives that will provide rich
and meaningful insights into the research topic.

Data Collection: The data collection process will encompass both quantitative and qualitative
methods. In the quantitative phase, a language proficiency test will be administered to assess
students' oral production skills in English. Additionally, surveys/questionnaires will be utilized to
gather quantitative data on students' perceptions of the socio-cultural environment and its impact
on their oral English proficiency.

Following the quantitative phase, a subset of students will be selected for the qualitative phase.
Semi-structured interviews or focus group discussions will be conducted to delve deeper into
their experiences and perceptions. These interviews will be audio-recorded and transcribed to
ensure accurate and detailed analysis.
Data Analysis: The analysis will be carried out separately for the quantitative and qualitative data
collected. Quantitative data will undergo statistical analysis, employing techniques such as
descriptive statistics and inferential analysis to identify patterns, correlations, and relationships
between socio-cultural factors and oral English production.

Qualitative data, on the other hand, will be subjected to thematic analysis. Coding and
categorization will be used to identify recurring themes and patterns within the interviews and
focus group discussions. This approach will allow for a comprehensive exploration of students'
experiences and perspectives, shedding light on the socio-cultural context and its influence on
oral English production.

Cross-Analysis: Finally, the findings from the quantitative and qualitative analyses will be
synthesized to achieve a comprehensive understanding of the impacts of the socio-cultural
environment on oral production in English. By integrating the insights gained from both data
sources, this study aims to provide a holistic view of the complex dynamics between the socio-
cultural context and oral proficiency among first-year undergraduate students at Gaston Berger
University.

Ethical Considerations: Throughout the research process, strict adherence to ethical guidelines
will be maintained. Informed consent will be obtained from all participants. Confidentiality and
anonymity will be ensured during data collection, analysis, and reporting. The study will be
conducted in compliance with the ethical standards and regulations set forth by the university
and relevant governing bodies. According to Dr. Kelli Nipper, ethical considerations are of
utmost importance when writing a thesis. This is because the research conducted for a thesis may
have significant implications on the subjects being studied, as well as the broader community
affected by the findings. Ethical considerations ensure that the research is conducted in a
responsible and respectful manner, and that the privacy, dignity, and safety of the subjects
involved are protected. Additionally, ethical research benefits the researcher, as it promotes
integrity and accountability in the work produced. Overall, ethical considerations are important
for ensuring that the research conducted for a thesis is not only accurate and scholarly, but also
socially responsible and morally sound.
Process: This research consists of three main chapters, each serving a specific purpose. The first
chapter begins with a general introduction to the subject matter, followed by observations made
by the researchers during their investigation, and the research aims. It also provides a
comprehensive theoretical background on important concepts such as oral competences, oral
production elements, and differences in oral comprehension and oral production. This chapter
defines the term oral competences and explores its major components, including oral proficiency,
performance, and the definition of speaking, along with its characteristics. Additionally, it briefly
discusses learning achievement.

Moving on to the second chapter, it offers an overview of the socio-cultural environment. It

examines various socio-cultural elements that have an influence on students' oral performance
and the learning process. Given that these factors significantly impact learners' achievements, it
is crucial to explore them further.

In Chapter Three, the practical part of the dissertation unfolds. This chapter delves into the
research methodology, data analysis, and interpretation of the study. The following sections
provide an introduction to the research design and outline the chosen methodology, including
both qualitative and quantitative methods. The sampling procedure and the data collection tools,
such as the students' survey and teachers' interviews, are explained in detail. Additionally, the
chapter presents the population research along with the determination of the sample size. The
profile of the sample population, comprising the students' and teachers' profiles, is also
presented. The obtained data are subjected to thorough analysis, specifically the evaluation of
students' surveys and teachers' interviews. The results are then interpreted, leading to a
discussion on the primary findings and the formulation of proposals and recommendations. The
chapter concludes with an overview of the constraints encountered during the research process
and final remarks.

According to Kathleen McMillan and Jonathan Weyers, being clear and concise in presenting
research methodology and interpretation of findings is crucial for several reasons. "Firstly, a
clear and concise presentation of the research methodology provides readers with a
comprehensive understanding of the research process, which enables them to assess the validity
and reliability of the findings. Secondly, clear and concise interpretation of findings allows
readers to understand the significance of the research and its implications. Finally, clear and
concise presentation can ensure that the research findings are more accessible to a wider
audience, including policymakers and practitioners who may use the findings to inform policies
or practices."

Finally, the researchers present the limitations of the study, along with recommendations and
suggestions for future research. They conclude the research study by summarizing the findings