Investigating Social and Psychological Factors in Influencing South African Student’s Interaction in the Classroom

Abstract

Many South African students register at Algerian universities but encountered serious difficulties in integrating into the culture of these institutions. This study identified and analysed factors contributing to the integration of South African students in the Algerian universities at which they are registered. The purpose of this study was to explore the psychological and social experiences of South African students in Algerian universities, and the impact of their academic and psychosocial experiences on their integration in Algeria and the institutions to which they joined. As for the adaptation strategies, they use it to facilitate their integration into this new environment. Secondary data analysis allowed exploring the experiences of South African students in Algeria. The data were gathered for a project on student mobility in Algeria using a mixed-method design. The hypothesis adopted in this study sets out that if EFL teachers take into consideration the South African psychological aspect and linguistic background while teaching oral expression, classroom interaction will be promoted. The research method adopted for this research work was purely descriptive. The required data were collected through questionnaires administered to all levels of South African students of English Department at Abdelhamid Ibn Badis Mostaganem University. The results revealed that South African students, in Algerian universities, faced many challenges when integrating into the new environment, including language barriers, unfamiliar teaching methods, discrimination and racism, and the lack of social contact with local students. However, the results also revealed that South African students appreciate the benefits obtained by studying at Algerian universities.