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Examining the effects of applying sociolinguistic competency teaching strategies on university students' linguistic proficiency and sociological variance among EFL learners is one of the key goals of this study, which aims to investigate one of the major obstacles associated with learning EFL. The research objectives were investigated through the use of a quantitative, descriptive approach. A questionnaire was employed as a means of gathering research data. One hundred fifty EFL students from several universities in Egypt were chosen at random to participate in this study. The data analysis was performed using SPSS. The research findings show that the implementation of sociolinguistic competence teaching strategies has a positive impact on linguistic proficiency and sociological variation as perceived by university EFL students. The results revealed that there are statistically significant differences (α ≤ 0.05) in the impact of implementing sociolinguistic competence strategies for teaching EFL on linguistic proficiency and sociological variation as perceived by participants according to gender. In addition, the results revealed that there are statistically significant differences (α ≤ 0.05) in the impact of implementing sociolinguistic competence strategies for teaching EFL on language proficiency and sociological variation as perceived by students according to academic level. The findings of the study demonstrated how crucial it is to use sociolinguistic competency techniques to illustrate linguistic performance and sociological variances in order to achieve sociological realization. Furthermore, the results indicated that this is the primary method used by EFL students in Egyptian universities to develop sociolinguistic competence.
Rasha Dorgham (Mon,) studied this question.