A review of literature on pragmatic competence reveals that less attention is given to the enrichment of cross-cultural pragmatic awareness in the classroom. The study focuses on the need to survey and discuss communicative dynamics in classroom situations and the importance of enhancing cross-cultural pragmatic competence in the English as a foreign language (EFL) context. We believe that enhancing students’ cross-cultural pragmatic competence will provide students with a sustainable learning environment, which is crucial for the quality of education. The investigation involves a mixed approach of quantitative and qualitative methods by using a questionnaire for EFL students and interview guide questions for both EFL students and teachers. For quantitative analysis, the participants involved in this research include 200 EFL students of different nationalities, and for the qualitative analysis, the participants include 10 teachers and 20 EFL students in a university in North Cyprus. The study’s findings indicate that students lack cross-cultural pragmatic knowledge and must be provided with classroom activities for social interaction and to develop explicit and implicit communicative competencies in EFL as a target language. Findings further reveal that EFL students are not endowed with cross-cultural pragmatic competence by the EFL teachers who provide little attention to pragmatic knowledge and classroom activities in the EFL context.

The need to enhance language competence of students has become a contemporary issue to tackle in the domain of English Language Teaching (ELT). The fact remains persuasive as teaching and learning approaches must be significant and student-centred in order to enhance students’ language competence in teaching industries. Active learning involves evidence- based teaching tasks to make students take part massively and directly in classroom activities. The purpose of the study is to explore the perception of both the teaching staff and the school managers on the dynamics of active learning. The participants of the study are 10 teachers (6 Females and 4 Males) and 3 Managers in Secondary School Section of Libyan Educational School in North Cyprus. The investigation entails a qualitative method by using interview guide questions for both the EFL teaching staff and school managers. The study’s findings indicate that, though the teachers and their managers are aware of active learning, they however lack logistics to implement and sustain its policies. The pedagogical implication stresses on the following strategical issues such as Fundamental strategy; Emphasis on positive learning styles; Reassurance for student-student’s interactive communication and Making students innovators and self-sufficient in learning. Furthermore, these strategic tasks serve as a take-home knowledge to engross our students in active learning for the enhancement of the four language skills in English as a foreign language (EFL) context.