INTERACTIVE LEARNING AND LINGUISTIC ENVIRONMENT: COPING WITH THE CHALLENGES OF INTERCULTURAL COMMUNICATION OF SUDANESE AND ETHIOPIAN STUDENTS.

The need to become language proficient is in demand. Non-native speakers seek competent individuals who are confident in expressing themselves in the second language. Hence, the assurance of producing language proficient learner is still far at hand because of the limited interaction and the lack of confidence and competence in using English language. The present study aimed to find out the influence of interactive learning and linguistic environment in oral English language performance of college students in Sudan and Ethiopia. (Madrunio et. al.,) said that it has become a widespread notion that speakers? use of different language results in intercultural communication. It is thus important to emphasize that the ownership of English cannot be attributed to just one country or to those who use it as a native or home language. The varieties of English spoken by different speech communities have evolved for a reason. They use it for communal purposes. These varieties have been heavily influenced by the local culture and its speakers. Specifically, this study sought to answer the following questions: 1. What is the mean level of interactive learning through the following: oral presentations, dialogues, small group activity, role playing; 2. What is the mean level of the following components of linguistic environment peers, exposure to language and exposure to print materials; 3. What is the mean level of the students? performance in oral English language in terms of vocabulary, grammar, pronunciation, grade in English; and 4. Do interactive learning and linguistic environment singly or in combination have significant effect on the oral English language performance of college students in Sudan and Ethiopia? The number of respondents was determined thru stratified random sampling and with the use of Regression Analysis the result was made. One hundred fifty students and ten teachers of English were utilized in this study. Weighted mean was used to get the mean level of the respondents? competencies, mean and standard deviation for the students? performance in English. The overall mean level of pupils? interactive learning through oral presentations, dialogue, small group activity and role playing were 3.78, 3.75, 3.95, and 3.86 respectively. The figures suggest ?high extent? off engagement in such activities. The students? linguistic environment such as peers, and exposure to language and exposure to print materials garnered means of 2.59, and 2.54 respectively verbally interpreted to have ?moderate extent?. The students? performance in oral English language in terms of vocabulary, grammar, and pronunciation obtained the mean scores of 3.28, 3.26 and 3.35 respectively, which were all interpreted as ?moderate extent?. In general, their performance in English language in terms of grade was ?needs improvement? as recorded by 83.05 mean. The interactive learning activities and linguistic environment recorded significant relationship on English language performance in terms of vocabulary, grammar, pronunciation. Grade appeared to have significant relationship with some learning activities like oral presentations and dialogue. Inasmuch as interactive learning and linguistic environment registered significant relationship to the pupils? performance in oral English language; hence in this study the hypothesis stating that there is no significant relation between interactive learning and linguistic environment was completely rejected. It is recommended that teachers continue to use the interactive learning activities in the classroom to encourage the students to use the English language. Home (family) as part of the students? linguistic environment and considered a big factor that influence their oral English language performance, the available materials needed for their development should be provided