The paper analyses the impact of social class on speech and further magical transformation of speech, which refers here speech inventiveness. Pygmalion, which was written by Bernard Shaw and is considered to be one of the most well-known works of contemporary British theater, exploits verbal violence in the guise of common language in order to impose authority over persons who are illiterate. Professor Higgins constantly mistreats the lower class flower girl Liza (Eliza) in the play, but as a result of the phonetic teachings she receives from her, Liza finally goes through a significant social transformation. Liza gains social standing as a consequence of her phonetic education and subsequent language skill improvement, but she also feels alienated because she has left her class as a result of the knowledge she has learned and is not fully welcomed by a different class. To put it another way, Liza's education in phonetics helped her to conform to society and do so, but it did not materially improve her social status.

This research was prompted by the discovery of communication hurdles in EFL programs at Saudi universities. Professors and students have observed a lack of effective communication; therefore, innovative pedagogies that can increase teacher-learner communication are urgently needed. Using a questionnaire to collect data from EFL professors, this study applies the analytical research approach to achieve its conclusions. The vast majority of respondents agreed that the Dogme approach in EFL classes is highly significant in a variety of ways, including enhancing rapport between instructors and students as well as between students themselves, promoting interaction, enhancing communication skills, and encouraging students to ask open-ended questions. The study concludes by proposing methods to create a more communicative learning environment, such as using warm-up oral questions, assessing learners' comprehension through oral questioning after each learning outcome, and employing the Dogme approach as a motivating tool to ensure that learners participated in achieving the intended learning outcomes.

English as a foreign language (EFL) instruction places special emphasis on students' active participation in class discussions. EFL learners encounter obstacles which prevent them from oral participation in the classroom. The purpose of this research is to discover why EFL students are not more engaged in class, as well as recognizing factors that impede students’ class engagement. Moreover, the study aims at casting the light on the Techniques and Strategies for Enhancing Students Participation. Data was gathered through an interview in this descriptive-analytical study and analyzed using SPSS. The samples of the study consist of forty EFL professors from two Saudi universities. Findings from the study urged educators to help their students form positive self and social perceptions. Better class participation can be achieved through good rapport and the enhancement of the targeted teaching practices. The study concludes that EFL students are often disinclined to be engaged in oral class participation due to a mélange of a poorly managed classroom, language anxiety, and lack of vocabulary.