<![CDATA[This study explores the relationship between local communication norms and English-speaking participation among third-semester students of the English Education Study Program at STKIP Taman Siswa Bima, Indonesia. It focuses on how students interpret politeness, respect, shyness, and self-confidence during classroom interactions, particularly when expressing opinions, asking questions, and disagreeing with lecturers or classmates. The study employs a qualitative descriptive design, with 24 students identified as the target participant group. The proposed data collection methods include semi-structured interviews, classroom observations, and instructional document analysis. The data are intended to be analyzed thematically to identify patterns related to speaking anxiety, fear of negative evaluation, sociocultural expectations, and classroom participation. The discussion emphasizes that speaking difficulties should not be attributed solely to cultural factors, as linguistic limitations, psychological concerns, and classroom conditions may also influence students’ willingness to communicate. Supportive teaching practices, such as pair discussions, small-group activities, preparation time, and constructive feedback, are considered relevant strategies for encouraging oral participation. This study offers a context-sensitive perspective on English-speaking participation and may contribute to culturally responsive teaching practices in EFL classrooms. However, empirical findings and definitive conclusions require confirmation through the analysis of actual interview and observation data.]]>
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