This work is licensed under a Creative Commons Attribution 4.0 International License. The license permits unrestricted use, distribution, and reproduction in any medium, on the condition that users give exact credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if they made any changes. Impacts of Culture on Classroom Participation Among Undergraduate EFL Learners in Afghanistan Hamza Atifnigar * English Department, Laghman University, Laghman, Afghanistan Sardar Wali Israr English Department, Laghman University, Laghman, Afghanistan Imranullah Khanjar Pashto Department, Laghman University, Laghman, Afghanistan Siti Aisha Bint Abdul Hameed Language Academy, School of Education, Universiti Teknologi Malaysia, Johor, Malaysia Abstract: This research aims to examine the impacts of culture on classroom participation among the English majored students at the Faculty of Literature and Human Sciences, Laghman University (LU), specifically seek to find out the impacts of multi-ethnicity, dressing styles, and family background that affect students' participation. A mixed-method of research approach has been employed in this study; an adapted questionnaire and a semi-structured interview have been used as the research instruments for this study. Both quantitative and qualitative data have been collected from one hundred and ten (n = 117) respondents. The quantitative data were descriptively analyzed using the SPSS version 24, and later the semi- structured interview has been thematically analyzed. After the analysis of the data, it was revealed that cultural factors hindered student’s participation. Significantly, participation was affected by their family upbringing, they were not allowed to speak in front of elders or teachers confidently, which progressively caused them to be passive in the classroom. Also, urban students are active, communicative, and more confident that is why rural area students’ participation prone decline nation due to shyness, low confidence level, and weak educational background. Higher educational institutions in Afghanistan recommended implementing a learner-centric method when teaching the students to enhance the practices of classroom participation. Keywords: implementation of e-learning, technology, content and design, students’ characteristics. Introduction Classroom participation is considered one of the essential elements of teaching and learning. Classroom participation refers to actively taking part in classroom activities that provide practical learning outcomes for students. Lee (2005) mentioned that participation conveys the meaning of students’ interaction in the classroom including: questioning, commenting, and working in groups. Besides, students should be alerted, responsive, and respectful to teachers and peers in the classroom (Bonwell & Eison, Article Information Suggested Citation: Atifnigar, H., Israr, S.W., Khanjar, I. & Hameed, S.S.B.A. (2023). Impacts of culture on classroom participation among undergraduate EFL learners in Afghanistan. European Journal of Theoretical and Applied Sciences, 1(2), 291-300. DOI: : 10.59324/ejtas.2023.1(2).25 * Corresponding author: Hamza Atifnigar, e-mail: hamza.honaryar@gmail.com