Social interactions as a barrier to second language learning: A sociocultural perspective

Peer interactions between learners are useful as such interactions have linguistic value to learners of the second language in both academic and non-academic classrooms. However, for learners of the second language, social interaction challenges may impact on their learning and acquisition of the second language. The present study investigates from the sociocultural perspective whether social interactions are barriers to second-language acquisition and education between Arab undergraduates’ students of English in Arab universities. The study used the descriptive approach. A questionnaire was distributed to 240 randomly selected learners whose results revealed that sociocultural factors or lack of thereof might serve as a barrier to conversational interactions from the perspective of students. For learners of the second language, attributes like language ego, fear, low self-esteem, aptitude, and low motivation influence their involvement in conversational interactions. As a result, it can be observed how they perceive themselves and how their peers see them in academic classrooms. The results of the study indicate the extent to which social interactions as barriers to second language learning vary according to gender; however, no statistical difference from the point of view of the type of the university was evident in this study. The study recommends further research into the social interactions as barriers to second language learning in higher education institutions.