Cultural Factors in ELT: An Examination of Teaching Approaches and Their Impact on SLOs of Diverse Undergraduate Classrooms in Karachi

Abstract

This study explores the importance of cultural factors in English Language Teaching (ELT) and its impact on student learning outcomes of diverse undergraduate classrooms in Karachi. The objective is to assess how teaching strategies that reflect cultural implications on students' engagement and their proficiency in English language learning. Using a qualitative phenomenological approach, the researcher collected data through semi-structured individual interviews with eight English language teachers from Karachi. The researcher focused on observations about cultural reflections, particularly Mother Tongue Influences (MTIs) during teaching practices. The findings highlight the positive effects of MTIs during professional development programs, which affect teachers' learning competence while using various teaching strategies. Additionally, the teaching strategies such as task-based learning and collaborative activities were found to improve students' participation and language skills. Challenges such as overcrowded classrooms and lack of resources hinder the effective implementation of teaching methods and strategies due to cultural limitations. The study recommends Continuous Professional Development (CPD) in view of cultural factors for language competence incorporating strategies to address the diverse teaching methods for diverse cultural classrooms fostering an inclusive classroom environment to enhance Students' Learning Outcomes (SLOs) and communicative competence.