لخّصلي

Hypothesis 1 (H1): There is a great interference of the mother culture in student verbal language performance.Hypothesis 2 (H2): Students are aware of the native cultural impact on their speaking performance.This result confirm that this hypothesis is relatively accepted, and the participants have different perceptions of the influence of their native culture on their English proficiency, and their awareness differs whether they are aware of that interference or not and if they were aware, they do not know how to overcome that interference, both teachers and students expressed varying perceptions of the influence of their home culture on their English skill.Furthermore, participants acknowledged that factors such as religion, educational background, and mother language speech patterns contributed to these challenges in speaking performance.Research results support this hypothesis.

Hypothesis 1 (H₁): There is a great interference of the mother culture in student verbal
language performance.
This hypothesis suggests that students' cultural background has a significant impact on their
language proficiency. Research results support this hypothesis. Participants, including both
students and teachers, recognized that students' mother culture has a significant impact on their
English language skill. The study identified several aspects of this disorder, including vocabulary
selection, pronunciation, intonation, and overall ability. Teachers reported cases in which students
had language problems due to the influence of their mother culture. Furthermore, participants
acknowledged that factors such as religion, educational background, and mother language speech
patterns contributed to these challenges in speaking performance. Therefore, this study provides
evidence supporting the hypothesis that mother culture has a strong influence on students’
language proficiency.
Hypothesis 2 (H₂): Students are aware of the native cultural impact on their speaking
performance.
This hypothesis assumes that students are relatively aware of how their native culture
influences their speaking performance. This result confirm that this hypothesis is relatively
accepted, and the participants have different perceptions of the influence of their native culture on
their English proficiency, and their awareness differs whether they are aware of that interference
or not and if they were aware, they do not know how to overcome that interference, both teachers
and students expressed varying perceptions of the influence of their home culture on their English
skill. Although many participants recognized the link between language and culture, and were
aware of the influence of their native culture on their speaking performance, some participants did