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INTEGRATING CULTURE AND TECHNOLOGY
IN THE ENGLISH LANGUAGE LEARNING
PROCESS
INTEGRANDO LA CULTURA Y LATECNOLOGÍA EN EL
PROCESO DE APRENDIZAJE DEL INGLÉS
Sara Cortés Ospina
Universidad El Bosque
Juan Diego Velandia Lozano
Universidad El Bosque
Laura Fernanda Romero Martinez
Universidad El Bosque
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DOI: https://doi.org/10.37811/cl_rcm.v8i5.14400
Integrating Culture and Technology in the English Language Learning
Process
Sara Cortés Ospina1
Scorteso@unbosque.edu.com
https://orcid.org/0009-0001-2618-259X
Universidad El Bosque
Juan Diego Velandia Lozano
Jvelandial@unbosque.edu.com
https://orcid.org/0009-0003-6925-3436
Universidad El Bosque
Laura Fernanda Romero Martinez
lfromerom@unbosque.edu.com
https://orcid.org/0009-0002-6444-8341
Universidad El Bosque
ABSTRACT
This article titled "Integrating Culture and Technology in the English Language Learning Process" aims
to explore how integrating local culture and technology can enhance the English learning process for
ninth-grade students in a rural Colombian school. Using a qualitative action-research approach,
strategies combining regional cultural elements and technological tools, such as Canva, were
implemented to boost students’ motivation and performance in English classes. Data collection methods
included structured interviews, classroom observations, and the analysis of artifacts such as brochures
created by the students. The findings showed that students established a stronger connection with the
content by linking their culture to language learning, resulting in improved comprehension and
engagement. The study concludes that incorporating culture and technology in the classroom can create
a more meaningful and motivating learning environment, though longer-term interventions are
necessary to assess its long-term impact.
Keywords: cultural integration, technology in education, english language learning, motivation in rural
education, action research
1
Autor principal.
Correspondencia: Scorteso@unbosque.edu.com
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Integrando la Cultura y laTecnología en el Proceso de Aprendizaje del Inglés
RESUMEN
Este artículo titulado "Integrating Culture and Technology in the English Language Learning Process"
tiene como objetivo examinar cómo la integración de la cultura local y la tecnología puede mejorar el
proceso de aprendizaje del inglés en estudiantes de noveno grado de una escuela rural en Colombia. A
través de un enfoque cualitativo de investigación-acción, se implementaron estrategias que combinan
el uso de elementos culturales regionales y herramientas tecnológicas como Canva, para fomentar la
motivación y el rendimiento de los estudiantes en clases de inglés. Los métodos de recolección de datos
incluyeron entrevistas estructuradas, observaciones en el aula y análisis de artefactos como folletos
creados por los estudiantes. Los resultados indicaron que los estudiantes mostraron una mayor conexión
con el contenido al vincular su cultura con el aprendizaje del idioma, mejorando su comprensión y
participación. Se concluye que la inclusión de la cultura y la tecnología en el aula puede generar un
entorno de aprendizaje más significativo y motivador, aunque se requieren intervenciones más
prolongadas para evaluar su impacto a largo plazo.
Palabras Clave: integración cultural, tecnología en educación, aprendizaje del idioma inglés,
motivación en educación rural, investigación-acción
Artículo recibido 05 septirmbre 2024
Aceptado para publicación: 16 octubre 2024
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INTRODUCTION
In an increasingly globalized world, teaching English as a foreign language (EFL) has gained significant
importance in education. However, in rural contexts in countries like Colombia, the challenges faced
by both students and teachers are significant, especially in terms of motivation to acquire a new
language and access to technological tools. The lack of integration of local culture in the English
teaching process and the limited availability of technological resources have generated gaps in students'
learning, which are reflected in their low performance and low interest in the language.
This research project was conducted at a rural teacher training state school during our practicum, where
we identified a clear disconnect between innovative English teaching methods and the cultural and
technological needs of the students. According to a needs analysis conducted, we clearly identified the
problem that we decided to address in the research: the lack of adapting English teaching to students'
cultural realities and incorporating technologies that facilitate the learning process.
Based on the aforementioned, we proposed an innovative approach that combined English teaching
with the integration of local cultural elements and the use of technological resources. This approach
was intended to create a dynamic and meaningful learning environment to establish a relevant
connection between students, their own culture and community, while developing their English
language skills.
This research article is structured as follows: it begins with the presentation of the research topic and
the identification of the problem, followed by the research question and the study objectives. Next, it
explains the reasons for conducting this study, continues with the norms or principles guiding us as
researchers, reviews the theoretical framework where existing literature related to our topic is examined,
describes the methodology used to analyze the data, presents the study results supported by literature
related to our findings, draws conclusions, and finally lists the sources of information.
The justification for this study lies in the urgent need to address deficiencies in English teaching in rural
contexts, where the lack of technological resources and cultural disconnects significantly limit learning.
While research exists on integrating technology into English teaching, little exploration has been done
in Colombia on how combining technology and culture can be effectively applied in rural settings. The
purpose of this study was to fill this gap by providing a model that enhances the relevance and
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significance of learning, fosters cultural identity allowing students to develop a sense of pride in their
culture, and helps students interact effectively in a globalized world. Additionally, it promotes
innovation in English teaching through the use of technological resources that encourage dynamic and
unconventional learning, leading to improved student motivation and participation. The research has
the potential to influence future educational practices, offering valuable insights for educators and future
related studies interested in enhancing the quality of education in rural educational contexts.
Research questions
1. How does integrating culture and technology in the English language teaching process support a
contextualized learning environment?
2. How can the integration of electronic devices with cultural and technological contexts help
overcome potential resource limitations or ineffective management in English language
classrooms?
Research objectives
1. To describe how the integration of the electronic devices and digital resources within the school
environment mitigates resource constraints and improves English language teaching process.
2. To determine whether or not the interactive and culturally relevant activities engage students in
their English language learning process.
Theoretical Framework
The theoretical framework of this research focuses on the interrelation between cultural appropriation
and the use of technologies in the English learning process. This need has arisen due to the lack of
cultural integration in education, influenced by foreignism. This study aims to integrate culture and
technology into the English teaching process. In that sense the concept of culture was explored in depth
to subsequently observe its impact on teaching English through technology, taking into account
contextual learning. The criteria considered in our research as theoretical postulates are explained
below:
Culture in EFL contexts
Culture is an important element in EFL environments as it encompasses many significant aspects related
to a language such as music, customs, traditions, dances, foods, among other things. While it is
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necessary for students to know their own language in order to learn another, it is essential for them to
know their own culture to understand another. Therefore, it is valuable to consider this concept as a
facilitating element for learning a new language.
Intercultural communicative competence was defined by Byram as "an ability to interact effectively
and appropriately with people from different cultural backgrounds" (p. 35). In these terms, the notion
is that indeed effective language learning involves more than being superficially introduced to other
cultures; it is about developing the actual skills that make meaningful interaction with people from
different cultural backgrounds possible. It is in this regard that making cultural understanding an
integral part of language education becomes imperative, as it will help students negotiate and appreciate
the complexities of culture.
In addition, Barnhardt and Kawagley (2005) support this view when they propose that the use of culture
in the classroom should represent "blending the academic functions of the school with the cultural
patterns of the community" (p. 12). They argue for using the local culture as a foundational unit for
teaching that indeed provides meaningful tools to develop various activities or exercises leading to
effective foreign language learning. This approach sets out to highlight an essential incorporation of
relevant aspects of students' own culture into the EFL context, with a view to relating these with their
cultural experiences in the process of learning the language.
However, Kramsch (1993) has critically commented on the way culture is represented in most EFL
materials. For this reason, according to her, "Culture is not a thing, but a process. It is not a product, but
a practice" (p. 125). Such critique shall bring into light the static and essentialist view of culture that
often prevails in EFL resources. Kramsch's point brings into view how EFL materials need to progress
beyond superficial and static representations of culture toward the dynamic and evolving nature of
cultural contact. Only in that direction would such purposes more correspondingly align with those of
intercultural competence in promoting deeper and more contextualized cultural understanding.
This will provide a framework within which intercultural competence becomes effectively entwined in
foreign language acquisition and, at the same time, provides the necessary limitations and various
criticisms of current EFL materials in terms of their nature. Indeed, it is only by ensuring that such
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materials reflect the dynamic and interactive nature of culture that this would significantly enhance the
students' ability to engage meaningfully with other cultural contexts.
Technology as a resource for EFL students
It is true that education is not static, meaning it is constantly evolving due to various factors, including
technological advancements. Education is subject to numerous changes aimed at adapting to a changing
society, leading to the evolution of teaching methods and educational tools over time to provide more
relevant and effective education.
In EFL contexts, technology plays a crucial role as it directly relates to student motivation, fosters
communication, increases autonomy, and allows for a more genuine approach to the target language
(Gonzalez, 2016). As mentioned earlier, it has a positive impact on foreign language learning for
students but also serves as a valuable resource for teachers. For instance, Beaven and Rosell (2021)
highlight that "Technology-Facilitated Oral Homework (TFOH) is an umbrella term for the use of
digital technologies that enable learners to record themselves speaking the target language and submit
recordings to their teachers from outside the formal classroom environment" (p. 94). In our case, it was
a motivating and useful tool because it allowed effective control of activities such as videos, which
required students to record themselves. These tasks were mostly carried out outside the school
environment, but sometimes also in the classroom, thus allowing us to have control over the progress
made progressively in aspects such as speaking and pronunciation. Through the analysis of these
assignments, improvements in the aforementioned elements as well as in students' motivation and
performance were noted, making the implementation of these technological tools beneficial for both
teachers and students.
This method improves the learning process overall and enables more individualized feedback by giving
teachers a tool to monitor and assess language use in less regulated settings, in addition to giving
students greater flexibility and practice chances.
Teachers may close the gap between formal instruction and language use in everyday situations by
incorporating this kind of technology into the curriculum, which will ultimately create a more engaging
and productive learning environment.
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Contextual teaching and learning (CTL)
The CTL approach is a language learning strategy that emphasizes the process of student involvement
in finding material and relating it to real-life situations, and applying it in everyday life (Tessmer &
Richey, 1997). Teaching a foreign language based on students' context and experiences promotes
meaningful learning, which leads to students feeling identified, motivated, and receptive to learning the
target language.
Dewey's theory emphasized aligning curriculum and teaching methods with students' individual
experiences and interests (Rodgers, 2002). According to this theory, students learn more effectively
when the subject matter relates to their experiences, and they are actively involved in classroom
teaching-learning activities (Nurhadi, Yasin, & Senduk, 2004). Contextual teaching and learning (CTL),
in addition to fostering the learning of a foreign language (L2), significantly enhances student
participation through motivation, as it creates a kind of intimate connection with the topic being taught.
Contextual teaching and learning (CTL) is crucial in an EFL setting, as the learning relates to real life,
making it more valuable for students and motivating them to participate effectively. Additionally, it
prepares them for real life, as students learn to use the language in real-world situations.
METHODOLOGY
Research Approach
This study is grounded in the theory of action research, with key contributions from several authors in
defining and guiding this approach. Dewey (1938), for example, contributes a theoretical basis that is
centered around experience and observation in the educational process, with particular regard to how
such practices can inform teaching. Lewin (1946) also goes ahead to support this action research; he
goes ahead to endorse group inquiry, where the active participation in groups studies becomes a
stepping stone to change and further improvement. Kemmis and Halkes (1982) then go ahead to give
one the how-to of performing the action research showing steps and strategies necessary in conducting
studies aimed at practical transformation and critical reflection.
Due to this, this paper adopts the approach of action research within a qualitative framework. This is
evidenced by its focus on analyzing the impact of integrating cultural and technological elements as
motivational strategies for English learning among ninth-grade students. Action research is
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characterized by its iterative process of planning, acting, observing, and reflecting, aimed at solving
practical problems while simultaneously contributing to theory and practice. As defined by Kemmis
and Halkes(1988), “action research involves a collaborative and reflective process that seeks to bring
about change through direct intervention in the learning environment” (p.5).In line with the action
research methodology, this study employed a variety of data collection methods tailored to gather
comprehensive qualitative data.
Research Design
This action research was carried out under qualitative research, since we aim to analyze the impact of
implementing culture and technology as motivational strategies for English learning among ninth-grade
students, field notes and structured interviews were used both at the beginning and end of the study,
with students and teachers. The following problem had arisen: The teaching of English does not take
full advantage in this case at rural normal school to integrate culture and technology to make learning
experiences meaningful, relevant, and engaging for students.
Research context and participants
This study was carried out at a rural teacher training school in Colombia, during the first semester of
the 2024 academic year. The institution serves students from rural areas where access to technological
resources and exposure to English as a foreign language is limited. The rich cultural heritage of the
region, including local traditions and customs, provided a valuable context for investigating how the
integration of culture and technology could influence English learning.
The participants were 28 students from the ninth grade, aged between 14 and 16 years. They were
chosen based on their consistent attendance and willingness to take part in the research. They presented
diverse levels of prior knowledge in English, enriching the study by offering varied perspectives and
challenges in the learning process.
Ethical Consideration
This study complies with Law 1581 of 2012, which safeguards participants' personal information,
ensuring their privacy and anonymity, as established by the Congreso de la República de Colombia
(2012). This research was conducted by preservice teachers B.A in Bilingualism with emphasis on
English teaching who carried out their practicum at a rural normal school. This was made possible
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through a voluntary, non-profit agreement between the university and the school. No financial
compensation was provided for their collaboration or the information supplied.
Therefore, a consent letter was prepared and addressed to the school principal, with the purpose of
expressing our intention to carry out our pedagogical intervention at the institution. Similarly, it was
stated that data collection from students would be conducted for this purpose, and that all their data
would be protected to ensure their privacy. Additionally, the time required for this process was taken
into account, so as not to interrupt the normal development of educational activities. All of this was
done to ensure that the collected data and information would be handled in accordance with established
ethical protocols.
Participants included ninth-grade students aged between 14 and 16 years who were enrolled in the rural
normal school and had regular attendance during the intervention period. These students were willing
to participate and had provided verbal consent. Students with specific learning disabilities that fell
outside the research's pedagogical focus, as well as those who missed more than the half of the
intervention sessions, were excluded from the study to ensure consistency in the data collected.
Additionally, any student who did not give or wanted the consent were automatically excluded.
However, in our case, no one student objected.
Data Collection Methods
The sample consisted of 28 ninth-grade students, aged between 14 and 16 years. Qualitative data
collected included over 30 hours of classroom observations, 18 interviews with students and teachers,
and more than 50 artifacts (assignments and projects) produced by the students.
Following the action research methodology, this current study adopted a multi-method approach to data
collection that would be appropriate to elicit comprehensive qualitative data. Structured interviews were
carried out both at the start and toward the end of the study in order to compare how participants'
attitudes and beliefs had changed over the period of the study. In structured interviews, the participant
is asked the same set of pre-formulated questions in a specific order to maintain consistency and
comparability between interviews (Creswell, 2018; Patton, 2015). This was a method of data collection
that was chosen for the purpose of systematically collecting information on perceptions regarding the
motivational strategies used in this context by students and teachers.
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Different observations were carried out during the whole study in order to capture the evolution of the
intervention and the effect thereof in classroom dynamics. Observation is defined to mean the
obtainment of information through watching or paying attention. In this study, data collection was done
through systematic recording of behaviors, interactions, and events in their natural setting (Glesne &
Peshkin, 2015; Miles & Huberman, 1994). Observations allow the researcher to get an inside account
of participants' activities and a context in which they are conducted. Data on how culture and technology
are integrated into teaching and learning was collected.
Also, analysis of the students' artifacts, projects, drawings were carried out both at the beginning and
end of this study to juxtapose the quality and content of the work produced by students before and after
the intervention (Eisner, 1991; Neuman, 2023). This approach informs on the learning processes of
students and their understanding of the subject matter. The analysis of the above mentioned artifacts
allowed an estimation of the efficiency of the motivational strategies in improving students' learning
outcomes, knowledge, skills, and attitudes.
The data collection process was designed to capture the perspectives of both students and teachers
regarding the integration of culture and technology in the English language learning process. By
employing these tools, the research aimed to achieve a triangulation of data sources, enhancing the
validity and reliability of the findings (Merriam & Tisdell, 2015).
It is important to correctly choose the appropriate data collection methods for any type of research. In
this case, these methods were chosen because they fit the needs and intentions of our research,
considering that it is a qualitative study it is essential to design and select accurate data-gathering
instruments, as this enables researchers to tackle, synthesize, and address their research endeavors
effectively. For this study, which focuses on integrating culture and technology into the English
language learning process, three primary data collection methods were employed: structured interviews,
observations, and artifacts.
Structured Interviews. Structured interviews were conducted with both teachers and students to gather
specific insights into the integration of cultural and technological elements in English learning.
According to Cohen, Manion, and Morrison (2018), structured interviews are a valuable tool in
educational research for obtaining in-depth information through a consistent set of questions, which
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facilitates the comparison and synthesis of responses across participants. In this study, the structured
interviews provided significant insights into participants' comfort with digital tools, their understanding
of cultural context, and their engagement with the learning material. This method was particularly
effective in capturing detailed perspectives on the practical aspects of the intervention, thus contributing
to a comprehensive understanding of its impact.
Observations. Observations were another critical instrument employed in this study. By systematically
observing classroom interactions and behaviors, researchers were able to capture the real-time effects
of integrating cultural and technological elements into the teaching process. Observations involved
detailed note-taking during classes to document student engagement, participation, and responses to the
instructional methods used. This method provided a comprehensive view of how students interacted
with the content and each other, offering insights that could not be captured through interviews alone.
Through observations, it was noted that students initially displayed varying levels of participation, with
some showing reluctance to engage due to unfamiliarity with the content or technology. However, as
the sessions progressed, there was a noticeable increase in student involvement, particularly when
cultural elements relevant to their own experiences were introduced. This shift underscores the
importance of cultural relevance in maintaining student interest and participation.
Artifacts. Artifacts, including student assignments and projects, were collected to assess the tangible
outcomes of the integration of culture and technology in English teaching. These artifacts provided
concrete evidence of students' learning progress and their ability to apply the concepts taught in class.
By analyzing these materials, researchers were able to evaluate the depth of students' understanding and
their proficiency in using cultural and technological elements in their language learning. The artifacts
collected included digital presentations, multimedia projects, culturally themed essays, and brochures
created using Canva. The analysis of the brochures, combined with observations and interviews,
allowed for a comprehensive evaluation of how students represented and connected the cultural
elements of their region to English learning. Observations showed that students incorporated detailed
information about local traditions, significant figures, and cultural events, reflecting a deep
understanding of their cultural heritage and their ability to communicate it in English. The brochures,
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along with student responses during interviews, highlighted the importance of cultural relevance in
learning.
Pedagogical Intervention
In response to the unique challenges faced by ninth-grade students in a rural school, this pedagogical
intervention was crafted to weave local culture into the framework of English language learning.
Conducted over six weeks, the intervention sought to create a bridge between students' everyday
cultural experiences and the English language, fostering a deeper connection and making learning more
relevant and engaging. Through a series of structured activities, students were guided to explore their
cultural heritage while enhancing their English skills, culminating in the creation of culturally-rich
materials using digital tools like Canva. This intervention was not only about improving language
proficiency but also about empowering students to express their cultural identity through a foreign
language, supported by modern technology.
Brochure Planning. In the first session, students participated in introductory sessions where the
importance of culture in learning a new language was discussed and the brochure project was introduced
to the students. They were informed about the importance of combining cultural aspects of their
environment with English learning, and how this brochure would serve as a tool to express their
knowledge in both areas. Topics included, such as local traditions, important cultural figures, and
regional cuisine, were discussed.
Content Development. During subsequent classes, students focused on researching and writing in
English about the selected topics. Each class was dedicated to a specific section of the brochure, such
as the history of cultural figures, the description of local traditions, and the presentation of food festivals.
This approach allowed students to delve deeply into each topic, enhancing their English skills while
exploring their cultural heritage.
Technological Integration with Canva. As part of the technological intervention, students used the
design tool Canva to create their brochures. They were taught by the pre-service teachers how to use
various features of this digital tool to organize information, select templates and incorporate relevant
images. The use of Canva allowed students to apply their technological knowledge in a practical way
while designing an attractive and professional brochure.
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Review and Feedback. At the end of each class, or in some cases at the beginning of the next one,
students received feedback on the brochure section they had completed. This feedback focused on
linguistic accuracy, content coherence, and design effectiveness. This process allowed them to make
adjustments before moving on to the next section of the project.
Final Presentation. Finally, the students presented their projects to the rest of the class and to the three
practicum teachers. These presentations were evaluated not only for their cultural and linguistic content
but also for creativity and effective use of technology.
This pedagogical intervention was fundamental in a short-time getting students to connect their English
learning with their culture, promoting a more meaningful and motivating learning experience. The
methodology used allowed observing the direct impact of cultural and technological integration in the
teaching process, providing a practical and contextualized approach that can be replicated in other
similar educational environments.
RESULTS
Data Analysis
Data for this study were collected through structured interviews, observations, and artifacts produced
by ninth-grade students at rural school in Saboyá. These data collection techniques were used at the
beginning and end of the study to gain a comprehensive view of changes in students' skills and
motivation.
Before analysis, interviews were reviewed and transcribed, observations were categorized, and student
artifacts were digitized. Data cleaning was performed to ensure that all responses were clear and
complete, removing any irrelevant data.
Content Coding and Categorization
The data collected, including the brochures, interviews, and observations, were manually coded to
identify the main thematic categories present in the students' works. These categories include providing
meaningful and innovative learning for community benefit and encouraging motivation and producing
education outcomes. For instance, the brochures revealed how students selected and represented
specific cultural elements, such as Boyacá traditions, their sense of belonging, and regional gastronomy,
which was also supported by classroom observations and interview responses.
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Furthermore, the evaluation of creativity and design in the brochures was integrated with the overall
data analysis. Students demonstrated skills in using digital tools to create visually appealing and well-
organized brochures. The choice of colors, typography, and information layout in the brochures was
varied and often reflected an effort to make the content accessible and engaging. This creativity was
also observed in classroom activities, where students applied these skills during the creation of their
brochures, confirming their understanding of the content and their ability to apply it creatively using
technological resources.
Additionally, the integrated analysis of the brochures, alongside other data collection methods, provided
valuable insights into how the integration of culture and technology can enhance motivation and
performance in English learning. Preliminary findings suggest that students not only improved their
language skills but also developed greater cultural and technological awareness. This exploratory
approach, combining all data sources, allowed key areas to be identified for further analysis in the study.
RESULTS
Providing Meaningful and Innovative Learning for Community Benefit
This category focuses on how English teaching can be used as a tool to connect students with their local
culture and benefit the community as a whole. This category encompasses several subcategories, which
are detailed below:
Appreciation and Representation of Local Culture in Learning. Integrating local culture into
English classes allows students to connect language learning with their immediate cultural environment,
which in turn facilitates the retention and understanding of new concepts. To develop this subcategory,
we considered what two students shared with us during the second interview that was conducted.
Second interview transcription
Researcher 1: How has the inclusion of local culture, specifically the culture of Boyacá, affected your
understanding and learning of English?
Student 1: Learning English through the culture of Boyacá makes it easier to remember vocabulary
and concepts because I associate them with things I already know, like the traditions and customs of
our region.
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This aligns with Barnhardt and Kawagley's (2005) assertion that "blending the academic functions of
the school with the cultural patterns of the community" (p. 12) is essential for effective education, as it
provides meaningful tools for developing language skills in a culturally relevant context.
Innovation in English Learning through the Integration of Technological Resources. The use of
technology has become a crucial resource in our classes, enabling students to access tools that facilitate
autonomous learning. As evidenced by a student's response in the second interview and the field notes
from different classes.
Second interview transcription
Researcher 1: What technological tools have been most useful to you for practicing and learning
English?
Student 1: The use of applications like Duolingo and Quizlet has been very helpful. Also, the classes
where we use videos and songs have really helped improve my listening comprehension.
However, challenges were also identified, such as the need to improve classroom management to
maximize participation and the effective use of these resources.
Field notes, April 11th
Low motivation in independent work was observed among students, which was confirmed during our
class observations, as most students opted to work in groups to complete tasks, and only a few worked
on their own, even though the task did not require group work
Field notes, April 18th
The teacher tried to incorporate more interactive activities using technology, but some students were
distracted and not fully engaged, indicating a need for better integration strategies.
This highlights the importance of creating a stronger connection between the cultural context and the
technological tools used in the classroom to keep students engaged. Kormos and Wisdom (2021)
emphasize the importance of overcoming digital divides in rural schools to ensure effective technology
integration, stating that limited access to technological resources can significantly hinder student
engagement and learning outcomes.
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Identifying the Benefits of Learning English for the Community. An important aspect highlighted
in our interviews was how students perceive learning English as a valuable tool for their future and for
the benefit of their community. As evidenced by one student's response in the second interview.
Second interview transcription
Researcher 1: Will the knowledge you have gained during our classes and the implementation of our
project positively impact your future?
Student 1: I feel that this approach has given me a stronger foundation in English, which will be very
useful if I decide to study or work abroad in the future.
Additionally, according to Suryani et al. (2020), building students' sense of national identity is the basic
element in facilitating them to be intercultural communicators since identity is required in global
interaction. This shows how English teaching, when contextualized in local culture, can positively
impact both students and the community by fostering communication with international visitors and
contributing to economic development through tourism.
Encouraging Motivation and Producing Education Outcomes
This category examines how motivation and active participation in the learning process are essential to
achieving positive educational outcomes. As previously mentioned, this category comprises several
subcategories, which are outlined as follows:
Increasing Motivation and Participation in the English Learning Process. Observations made in
class revealed that students were more motivated when they were allowed to use technological tools
and participate in interactive activities. However, challenges related to classroom management and the
lack of activities that fostered student agency were also observed. An example of this is reflected in the
field notes.
Field notes, April 25th
It was observed that students did not do independent work due to their lack of interest in English. For
example, when instructed to complete tasks individually, most preferred to work in groups, limiting
their autonomous learning.
Field notes, April 18th
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The teacher's attempts to engage students through debates and group activities were met with limited
success, as students often reverted to passive roles, indicating a need for more targeted motivational
strategies.
This underscores the importance of designing activities that not only foster engagement but also
encourage independent learning with the goal of improving participation and seeking motivation, as
highlighted by students who began to recognize tangible benefits of learning English.
Recognizing the Positive Effect of Learning. During our observations and interviews, we noticed that
students began to recognize the tangible benefits of learning English. This is evidenced by a comment
made by a student, which was noted in the first interview.
Second interview transcription
Researcher 1: What new skills or knowledge do you believe you have gained through the
implementation of our project in the English classes?
Student 1: I have greatly improved my ability to speak in public in English and also my ability to
understand more complex texts. Additionally, I have learned more about how my culture can be a bridge
to understanding others.
Another student noted:
First interview transcription
Researcher 3: What new skills or knowledge do you believe you have gained through the
implementation of our project in the English classes?
Student 4: Seeing the progress I've made in English gives me confidence in my ability to learn and
succeed in other subjects too.
This recognition of the positive impact not only enhances student motivation but also reinforces the
value of learning English as an essential skill for their personal and academic development.
English and Professional Development. Learning English is also perceived as a crucial tool for the
students’ future professional development. As noted in a student’s response during the second
interview.
Second interview transcription
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Researcher 1: Will the knowledge you have gained during our classes and the implementation of our
project positively impact your future?
Student 2: I now have a better foundation in English, and I know this will be useful for job opportunities
and higher education.
Such reflections highlight how English proficiency is not only seen as an academic competency but
also as a significant investment in their professional future. As reflected in the field notes.
Field notes, April 11 th
Students indicated that the learning acquired during the classes would provide them with a solid
foundation to communicate in professional environments in the future.
Field notes, April 18th
"Students expressed a desire to further improve their English skills as they recognize its importance for
their future careers, particularly in fields requiring international communication."
In short, learning English not only contributes to the academic development of students, it also becomes
a key tool to open new opportunities in the professional field. Their mastery will allow them to access
better job opportunities and perform effectively in international environments, consolidating their
personal and professional success.
To answer the first research question, the factors that facilitate a contextualized learning environment
for English include the integration of cultural elements and technology, which significantly increased
students' motivation and participation. Implementing projects through tools allowed students to express
their cultural identity in English, resulting in more meaningful and personalized learning. This approach
not only enhanced their linguistic skills but also fostered a deeper appreciation for their local culture,
supporting the creation of a contextualized learning environment. This finding aligns with previous
studies emphasizing the importance of linking foreign language education with the student’s cultural
context (Suryani et al., 2020). Similarly, addressing the second research question, the use of electronic
devices such as mobile phones and online learning resources fostered students' autonomy and active
participation. Despite technological limitations, these tools enhanced classroom interaction and
engagement, which was key to managing classroom dynamics more effectively. This approach provided
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students with immediate work control, which, in turn, improved their learning and prepared them for
future professional environments, as indicated by their reflections during the interviews.
Limitations
The integration of culture into the curriculum required significant preparation and adaptation by the
teachers. The existing School curricula did not fully support this integration, meaning that adjustments
had to be made on the fly. This sometimes resulted in less structured lessons, which could have impacted
the consistency of the learning outcomes.
Finally, the study was conducted over a relatively short time period (six weeks), which limits the ability
to draw long-term conclusions about the effectiveness of this pedagogical approach. A longer
intervention might have provided more robust data on how these methods impact student learning over
time.
CONCLUSIONS
The findings from this study suggest that integrating local culture and technology into English language
teaching can significantly enhance student engagement and motivation, particularly in rural settings.
The use of culturally relevant materials, combined with technological tools, creates a more meaningful
and contextually relevant learning experience that helps students connect with the language on a deeper
level. However, the limitations of technological access and the constraints of the existing curriculum
must be addressed to fully realize the potential of this method. Future researchers should explore longer-
term interventions and consider additional strategies for overcoming resource limitations in rural
schools.
This study contributes to the understanding of how culture and technology can be integrated into the
English learning process, offering a model that can be adapted in similar educational contexts to
improve language learning outcomes and student motivation.
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