Résumé:
In language teaching and learning, many factors influence the development of the EFL learners’ oral performance, includingthe socio-psychological factors represented by: motivation, anxiety and classroom environment. This research, therefore, seeks to explore the impact of these factors on third-year EFL learners’ oral performancein the English department at Mohamed El Bachir El Ibrahimi University, as it seeks suggesting possible solutions that may be helpful to overcome these factors. This descriptive investigation was carried out by the administration of a questionnaire to a sample of third-year students (N=88)out of (N=230) by 38%. The obtained results were analysed quantitativelyby (SPSS) program. The findings of the study indicated that the majority of EFL learners’ poor speaking performance is due to the socio-psychological factors such as anxiety, lack of motivation and classroom environment. Likewise, the studypoints out that these factors can have more impact on speaking than any other language skill. Based on these results, the hypotheses were confirmed and some recommendations were put forward, including:the teachers’ requirement in considering these socio-psychological factors toward the learning process and improving their students’ speaking skills. In addition to the requisite of EFL learners to be motivated and to be more confident to preform orally in better way through creating an active, pleasant and supportive classroom atmosphere. As for University of Mohamed El Bachir El Ibrahimi, there are a number of obstacles and challenges that had a significant impact on students and that must be taken into consideration, significantly, providing suitable conditions for opening up to the other universities and to the world as a whole.
