The effect of culturally responsive teaching materials on motivation, self-efficacy, engagement and speaking performance of EFL students in multicultural classrooms of Karakalpakstan
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The article presents the results of a mixed-methods quasi-experimental study of the effect of culturally responsive teaching (CRT) materials on the intrinsic motivation, speaking self-efficacy, engagement and speaking performance of multicultural EFL students. The study involved 92 second-year students of Karakalpak State University representing six ethnic groups. The experimental group (n = 46) studied with a package of 30 CRT-adapted lessons in the Integrated Skills course for 15 weeks, while the control group (n = 46) followed the standard syllabus. Compared with the control group, the experimental group showed significantly greater gains in intrinsic motivation (d = 0.84), speaking self-efficacy (d = 0.47), engagement (d = 0.66) and speaking performance (d = 0.94). Qualitative data from interviews, reflective diaries and classroom observations explain these gains through cultural validation, growing confidence and a psychologically safe classroom climate.
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