Exploring The Impact Of Culturally Appropriate Materials On The Development Of English Speaking Skill Among Pakistani Undergraduate Learners

Abstract

This study investigates the pedagogical efficacy of Culturally Appropriate Materials (CAM) in developing English Speaking Skill among Pakistani undergraduate learners. Through a quasi-experimental design with matched control (n=32) [1]and experimental groups (n=32), the study employed IELTS-inspired rubrics to assess gains across eight speaking subskills. The experimental group showed statistically significant improvements (p < .01) in fluency (+27.04%), vocabulary (+24.14%), confidence (+26.93%), and overall Speaking Skill (+23.95%), with large effect sizes (Cohen's d = 1.2–1.8). Thematic analysis revealed that culturally relevant scenarios enhanced learner engagement, reduced anxiety, and affirmed linguistic identity. Grounded in Vygotsky’s sociocultural theory and Self-Determination Theory, the findings challenge the hegemony of WEIRD-centric (Western, Educated, Industrialized, Rich, Democratic) ELT approaches and propose a replicable Cultural-Contextualization Framework for postcolonial ESL instruction.