Soft skills are the interpersonal, cognitive, and emotional abilities that support effective learning, collaboration, communication, and personal development in educational settings. They are particularly crucial in EFL contexts, as language learning is inherently social and relies heavily on interactive activities such as role plays, debates, group discussions, and presentations. However, in Algerian universities, instructional content tends to focus primarily on the four language skills—reading, writing, listening, and speaking—often overlooking the systematic development of learners’ soft skills. This study examines the relationship between faculty members’ discourse are defined as the deliberate and strategic ways teachers use language and interactional moves in the classroom to manage communication, facilitate learning, guide participation, and shape learners’ cognitive, linguistic, and socio-emotional development. The main objective of this study was to investigate the features of faculty members’ classroom discourse and their effects on learners’ soft skills. To achieve this objective, a purely qualitative research design was adopted. Classroom observation was used as the main data collection instrument and was conducted during Oral Expression sessions with three groups of second-year students and their respective teachers. The selected participants represented the entire population of second-year English students, totalling 128 learners. The observations aimed to provide an in-depth understanding of how teachers’ discourse practices influence students’ soft skills and classroom interaction. The findings revealed that teachers’ discourse strategies—such as the use of humour, supportive body language, and simplified language—had a clear and positive impact on students’ soft skills and their level of participation in classroom discussions. These strategies contributed to creating a more interactive, supportive, and learner-cantered learning environment, encouraging students to express their ideas more confidently and engage more actively in oral activities. Overall, the results highlight the crucial role of teachers’ discursive choices in fostering students’ soft skills alongside linguistic competence and raise teachers’ awareness of the importance of adopting appropriate discourse strategies to enhance students’ critical thinking, self-confidence, and motivation.