Analysing EFL Students’ Motivation in English Learning through Culturally Responsive Teaching

Abstract

Culturally Responsive Teaching (CRT) is increasingly important in English language education because classrooms are becoming more culturally and linguistically diverse. By integrating students’ cultural backgrounds, experiences, and identities into the learning process, CRT can promote inclusion, equity, cultural awareness, and meaningful student engagement. This study aimed to analyze the motivation of students in the English Language Education Study Program when CRT was implemented in English language learning. The participants were 20 fifth-semester students enrolled in the English Language Education Study Program at Universitas Muslim Nusantara Al Washliyah during the 2023/2024 academic year. This study employed a descriptive qualitative research design to provide an in-depth description of students’ learning motivation, participation, and experiences during the implementation of CRT. The design was selected because the study focused on understanding and interpreting participants’ perspectives and classroom experiences in their natural learning environment without manipulating variables. Data were collected through classroom observations, questionnaires, and semi-structured interviews with students and lecturers. The data were analyzed through data reduction, data display, and conclusion drawing, while data-source and method triangulation were used to enhance the credibility of the findings. The findings showed that the implementation of CRT increased students’ motivation to learn English and contributed to a more enjoyable, inclusive, and supportive classroom atmosphere. The integration of culturally relevant materials also helped lecturers improve their instructional practices and enabled students to establish meaningful connections between their cultural backgrounds and the language being studied. Furthermore, CRT supported a deeper understanding of English language concepts and strengthened students’ sense of belonging, particularly among those from diverse cultural backgrounds. These findings suggest that CRT can be an effective pedagogical approach for enhancing student motivation, participation, and inclusiveness in English language classrooms at the higher education level.