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.