Revista multidisciplinaria
Investigación Contemporánea 07 - 2025 Vol. 3 - No. 2 ISSN-e: 2960-8015
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a104
Integrating Culture into English Teaching Process:
A Path to Meaningful Communication 73 - 100
Artículo original. Revista multidisciplinaria investigación Contemporánea.
Vol. 3 - No. 2, pp. 73 - 100. julio-diciembre, 2025. e-ISSN: 2960-8015
Integrating Culture into English
Teaching Process: A Path to
Meaningful Communication
Integración de la cultura en el proceso de enseñanza de inglés:
Un camino a la comunicación signicativa
Información del artículo:
Recibido: 14-12-2024
Aceptado: 26-03-2025
Publicado: 01-07-2025
Nota del editor:
REDLIC se mantiene neutral con respecto a
reclamos jurisdiccionales en mensajes publi-
cados y aliaciones institucionales.
Editorial:
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Contemporánea (REDLIC) www.editorialredlic.com
Fuentes de nanciamiento:
La investigación fue realizada con recursos propios.
Conictos de interés:
No presentan conicto de intereses.
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1 Autor Independiente; macenglish03@gmail.com. Ambato, Ecuador.
2 Universidad Nacional de Loja; marlon.armijos@unl.edu.ec. Loja, Ecuador.
3 Ponticia Universidad Católica del Ecuador; jramos@pucesa.edu.ec. Ambato, Ecuador.
4 Ponticia Universidad Católica del Ecuador-sede Ambato; asolis@pucesa.edu.ec. Ambato, Ecuador.
Michelle Alarcon Castillo 1, Marlon Richard Armijos 2, Juan Jose Ramos Paredes 3,
Ana Alexandra Solis Carrasco 4.
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a104
Cómo citar:
Alarcón Castillo, M. M. ., Armijos, M. R., Ramos Paredes, J. J. ., & Solis Carrasco, A. A. . (2025). Scientic Research:
The role of culture on English teaching process at an Ecuadorian University’s Language Center in Ambato,
September - November 2024. Revista Multidisciplinaria Investigación Contemporánea, 3(2), 73-100. https://doi.
org/10.58995/redlic.rmic.v3.n2.a104
Revista multidisciplinaria
Investigación Contemporánea 07 - 2025 Vol. 3 - No. 2 ISSN-e: 2960-8015
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a104
Integrating Culture into English Teaching Process:
A Path to Meaningful Communication 74 - 100
Resumen
Esta investigación aborda el rol de la cultura en la enseñanza del inglés como un
instrumento para lograr una comunicación signicativa. La investigación expone
cómo los elementos culturales locales inuyen en la efectividad de la enseñanza del
idioma inglés. Utilizando un diseño descriptivo y método mixto, se recopilaron da-
tos mediante encuestas, listas de vericación y notas de campo para las observacio-
nes de clase. Los resultados revelan la percepción de los docentes, quienes conside-
ran la cultura como un componente clave en la adquisición del idioma, destacando
estrategias efectivas para integrar aspectos culturales en la enseñanza. Adicional-
mente, se identican benecios como el aumento de la motivación y el compromiso
estudiantil, junto con desafíos como la falta de recursos y niveles diversos de forma-
ción docente. Esta investigación ofrece aportes signicativos para optimizar la in-
tegración cultural en la enseñanza del inglés como lengua extranjera, promoviendo
un proceso de aprendizaje inclusivo y efectivo.
Palabras clave: elementos culturales; percepción; formación; integración cultural
Abstract
This study investigates the role of culture in the English teaching process as a path
to meaningful communication. The research explains how local cultural elements
inuence teaching effectiveness of English as a Foreign Language (EFL). Using a
descriptive design, a mixed method was employed to gather data through surveys,
checklist, and classroom observations eldnotes. The ndings highlight teachers’
perceptions of culture as a vital component in language acquisition, as well as ex-
plore the effective strategies used to incorporate cultural aspects into teaching
practices. Additionally, the study identies the benets of cultural integration, such
as enhanced student motivation and engagement, alongside challenges, including
limited resources and varying levels of teachers’ training. This research offers va-
luable insights into optimizing cultural integration in EFL classrooms, contributing
to a more inclusive and effective teaching-learning process.
Keywords: cultural elements; perceptions, training; cultural integration.
Revista multidisciplinaria
Investigación Contemporánea 07 - 2025 Vol. 3 - No. 2 ISSN-e: 2960-8015
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a104
Integrating Culture into English Teaching Process:
A Path to Meaningful Communication 75 - 100
1. Introducción
In today’s globalized world, language teaching is no longer limited to acquired
vocabulary and grammar Heidari (2014) emphasizes the strong connection
between culture and language learning, underscoring that language is a
fundamental means of communication, making cultural understanding
essential for effective foreign language teaching. In Ecuador, the Ministry
of Education (2023) includes cultural elements in its English as a Foreign
Language curriculum, aiming to enhance education, equity, and inclusion.
Learning a second language provides access to new cultural perspectives
and fosters tolerance, strengthening students’ connection to their roots and
enhancing their openness to diversity.
However, Shrestha (2016), denes local culture as the complex whole
of society’s knowledge, beliefs, and customs, frequently misunderstood as
“indigenous culture”. On the other hand, English teaching in Ecuador often
overlooks local culture, focusing instead on foreign cultural elements that may
not align with Ecuadorian values, customs, and traditions. Consequently, this
integration is often challenging, requiring teachers to navigate differences
and adapt their approaches using effective strategies.
Considering that Ecuador is linguistically diverse, with 13 indigenous
languages recognized alongside Spanish, teachers must adapt their methods
to address cultural diversity and create a supportive learning environment.
This study seeks to address the role of culture in English teaching at the
Language Center, shedding light on how cultural awareness inuences
teaching practices and elevates the language teaching experience. The
Language Center at the University in Ecuador, serves students from varied
cultural backgrounds and aims to offer inclusive, high-quality language
instruction.
Rohmani and Behroozizad (2021), highlight the importance of
including students’ cultural diversity and experiences in teaching, which can
engage students and improve communicative competences. The researchers
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DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a104
Integrating Culture into English Teaching Process:
A Path to Meaningful Communication 76 - 100
believe that developing abilities to integrate social factors and diverse cultural
backgrounds promote students’ tolerance and “validate students’ realities”
Burgin (2019), as well as reduce student’s lack of interest in learning a foreign
language. According to the sociocultural theory by Vygotsky, stimulating
students to talk about familiar cultural factors helps them to expand their
sense of autonomy and critical thinking. Daniel & Burgin (2019), conclude
that there is a big necessity of training teachers over multilingualism and
pluriculturalism in order to understand and identify effective and academic
needs.
This study serves as a practical reference for teachers, since it analyzes
effective strategies of integrating culture into the language teaching process.
Considering Ecuador’s diverse cultural heritage, it aligns with the United
Nations’ Sustainable Development Goal 4. Consequently, the Ministry
of Education in Ecuador has established The English Language Learning
Standards (ELLS) for an EFL teacher such as knowing and understanding
the nature and role of cultures in order to construct supportive learning
environments for students. As well as applying the knowledge about
culture values and beliefs, understanding the negative effects of racism
and discrimination on students’ learning process. These standards aim to
promote students’ and teachers’ engagement in learning about Ecuadorian
cultures and cultures of English-speaking countries.
The general objective of this study is to explain the role of cultural
elements on the English teaching process among teachers at the Ecuadorian
University’s Language Center in Ambato and understanding what is the
role of culture in teaching EFL? reecting on teachers’ experiences, student
relationships, and sociocultural dynamics in real-life contexts. This also shed
light to describe the perception of English teachers on culture in the English
language teaching process and answer the subproblem on what is the English
teachers’ perceptions on culture in the English Language teaching process?
As well as explore teachers’ activities in teaching culture to respond on What
cultural activities do teachers implement at the Ecuadorian University’s
Language Center in Ambato?
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DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a104
Integrating Culture into English Teaching Process:
A Path to Meaningful Communication 77 - 100
This study explores three main aspects: (1) culture and (2) culture in the
English language teaching and learning process. The independent variable
centers around the role of culture in ESL teaching, sociocultural theory,
interculturality in ESL, and the Ecuadorian cultural context. The dependent
variable examines cultural factors in the classroom, strategies for teaching
practice, teacher-student relationships, and the challenges of integrating
culture into the EFL classroom. Dening culture is challenging due to its
diverse interpretations
Over time, culture has evolved, inuenced by technological advances
and globalization, and now includes dimensions such as local, national, and
institutional cultures (Sheresta, 2016). Culture extends beyond language and
plays an essential role in socialization and communication, impacting not only
personal interactions but also educational contexts. Education and culture
are interdependent, and their relationship has been shaped by historical,
religious, and societal transformations. Freedman (2016) and Ertugruloglu
(2024) emphasize that education acts as a tool for cultural preservation and
transmission.
In Ecuador, intercultural mediators help students navigate between
their own and the target culture. Integrating cultural knowledge in EFL
instruction allows students to grasp pragmatic aspects of English, such
as idiomatic expressions and social norms, enhancing engagement and
motivation. This is particularly crucial in task-based and communicative
language teaching methods. Vygotskian sociocultural theory emphasizes the
role of social interaction and cultural context in second language acquisition
(SLA) (Ahmed, 2017).
This theory is key to understanding the dynamics of language learning,
suggesting that teachers provide culturally relevant tools and scaffold
learning to suit the learner’s Zone of Proximal Development (ZPD). Vygotsky’s
theory also underlines the importance of play, collaboration, and culturally
mediated learning in fostering language development. As the world becomes
more interconnected, sociocultural theory remains relevant for ESL and
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Integrating Culture into English Teaching Process:
A Path to Meaningful Communication 78 - 100
EFL teaching, highlighting how culture shapes cognitive development and
language acquisition.
Interculturality refers to the dynamic process through which people
from different cultural backgrounds interact, negotiate, and develop mutual
understanding (Fernandez, 2018). In EFL teaching, it encourages students and
teachers to become global citizens, respectful of diverse cultures. However,
many EFL teachers lack the skills to incorporate interculturality effectively
into their classrooms, pointing to the need for professional development (Aziz
et al., 2020). Incorporating intercultural elements into EFL teaching helps
students not only learn a new language but also appreciate the complexities
of different cultures, promoting tolerance and engagement in global contexts.
Research on Ecuadorian culture in ESL emphasizes the need to integrate
intercultural content into classrooms. Studies (Ruggiero, 2015; Fernández
& Cedeño, 2018) indicate that Ecuadorian teachers often focus more on
intercultural attitudes than on knowledge and skills, primarily concentrating
on English-speaking cultures while neglecting local ones. Addressing local
cultural contexts in EFL classrooms enhances students’ cultural awareness
and competence, making language learning more relatable and effective.
Additionally, incorporating local culture provides a valuable source of
teaching material, allowing students to compare and contrast cultures.
Shrestha (2016) argues that effective EFL teachers need cultural
prociency, but many lack formal training in integrating culture into their
classrooms. Clouet (2017) suggests that teachers with experience in global
academic communities are better equipped to incorporate intercultural
elements into their lessons. Teachers play a vital role in creating a culturally
inclusive classroom environment, using culturally relevant materials and
strategies to enhance students’ learning experiences. UNESCO’s standards
for EFL teachers in Ecuador emphasize the importance of understanding the
role of culture in education, promoting an inclusive and engaging learning
environment.
Culture has been bound to education for decades, that is why many
researchers have investigated the relationship between culture and
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DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a104
Integrating Culture into English Teaching Process:
A Path to Meaningful Communication 79 - 100
education. Rohmani (2021) made an investigation of Culture Teaching in
EFL Classrooms, he analyzes the teachers’ beliefs, attitudes, and classroom
practices. His explanatory research contributed to claim the importance of
teaching culture in EFL in order to engage students’ cultural comprehension
as well as using effective teaching strategies to improve their communicative
competences. He has developed this research providing enough information
on how to develop meaningful learning to students.
On the other hand, Putry (2022) focuses his research on teachers’
effectiveness training, explaining the relevance of teachers’ role while
teaching cultural competences in EFL classrooms. He supports the idea of
collaborative learning between teachers and students, in order to amend
teachers’ professional skills and knowledge of the target culture. She explains
the reason for having technology as one of the most updated and useful tools
since pandemic. Similarly, Shrestha (2016) thrived his research based on 3P
fundamental models; Perspective, Practices and Products. Consider the last
as technology, music or literature, so the things people create, share and
transfer to others.
These researches aim to effectively integrate native culture and target
culture in order to compare and complement the teaching - learning process.
The use of effective teaching strategies promotes students’ own culture
awareness as it is established by the Ecuadorian Ministry of Education.
Nevertheless Yaman (2017) presents sufcient information to balance the use
of cultural elements and materials in order to create an intercultural learning
with students’ easy adaptability to new cultures.
Among these analyses, Choudhury (2018) believes that learning a
new language including its culture, may lead students to forget their own
identity, he explains the analogy of current issue between American and
British language and culture, it’s well known that there are some linguistic
relation and differences between both cultures. Considering this TESOL
established that the learning - teaching process should be based on enhancing
intercultural competences within learners, rather than promoting any kind
of romance or superiority of the target language over the native.
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Integrating Culture into English Teaching Process:
A Path to Meaningful Communication 80 - 100
Daniel & Burgin (2019) through their research gave an essential input
for Ecuadorian perception and reality of the role that culture plays in EFL
teaching. The researchers consider one of the main problems of teaching
EFL in Ecuador, is that it has a huge cultural and linguistic diversity, in
consequence there aren’t enough multilingual educators. Rugiero (2015)
presents through a documentary some of the specic problems of education
in Ecuador, at the same time she shares some strategies of immersing culture
awareness in EFL classrooms.
On the other hand, Choudhury (2018) and Putry (2022) are convinced
that there is a small risk in implementing culture in teaching - learning EFL.
Choudhury supports the idea of using authentic materials which are aligned
with specic needs of students, while Putry (2022) considers that using an
appropriate teaching strategy is vital in effective teaching. In addition,
Yaman (2017) suggests creating a balance between cultural elements in
EFL classrooms and materials in target language, as well as facts in native
language.
So, all the theories analyzed brace the signicance of teaching culture
in EFL, Rohmani (2021) claims that this contributes to engaging students’
comprehension and communicative competences, Nevertheless Sariyildiz
(2017) mentions some clear challenges such as insufcient time to include
culture into the EFL curriculum. As a result, this analysis is a key helper to
provide a route to develop and obtain the results for this research.
2. Materials and Methods
2.1 Research Settings
This research was in the urban area in the Ambato city, Tungurahua province,
specically in one of the well-known private University’s Language Center,
which is well equipped with updated technological resources as well as the
appropriate academic area. The research was handled by the academic period
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Integrating Culture into English Teaching Process:
A Path to Meaningful Communication 81 - 100
of September to November, where the specied instruments were shared by
teachers at the Language Center for two weeks.
2.2 Population and Sample
The population of the study belongs to teachers of a private Language Center
of a well-known University of Ambato, who are 15 in total. The instruments
were applied to the total of the participants in order to get more reliable
information. The teachers participating in the survey shared similar
characteristics since they teach to students’ groups from level A1 to C1, this
was useful to analyze each teachers’ experiences with culture. However,
it is important to ensure the condentiality of participants’ responses and
maintain anonymity in the reporting of results.
2.3 Research design
The design of this research is descriptive as Creswell (2018) cited in one of
the studies that aims to describe the relationship between the independent
variable as culture with the second variable, the dependent one that focuses on
culture and immersion of it into the EFL teaching process. This stage focused
more on gathering quantitative data to establish a deep understanding
and then move to qualitative data collection. By using the specic method,
research approach and appropriate instruments this study provided the
correct analysis for the results.
2.4 Research approach
This study responds to the mixed approach, since it collected the quantitative
and qualitative data (Smith 2020). The quantitative data was collected by a
survey with likert scale questions (strongly agree; agree; disagree; strongly
disagree) in order to analyze the teachers’ perception of the role of culture
in the EFL teaching process. While the quantitative data was used to gather
information throughout the descriptive class observation eld notes and
Revista multidisciplinaria
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DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a104
Integrating Culture into English Teaching Process:
A Path to Meaningful Communication 82 - 100
checklist (yes/no valuations) of teachers’ intercultural elements used in
EFL classrooms considering the culture in the teaching-learning process.
Nonetheless, mixed methods offer overcoming limitations of individual
methods and generating richer insights giving reliability to the research
(Creswell, 2018).
2.5 Instruments and techniques
The instruments implemented in this study were validated by two experts
in the EFL teaching and the techniques used to collect data are described as
follow:
The class observation was conducted with an observation list and
eld notes to 15 teachers in order to explore teachers’ strategies and cultural
elements in EFL classrooms. According to Creswell (2018) this technique
also allows the researcher to collect actual behaviors and interactions in
their natural setting as well as qualitative data which served to complement
the quantitative analysis previous to establish conclusions of the study.
Additionally, this instrument provided feedback of the benets of
implementing culture in the development of the EFL teaching process.
The survey was adapted to likert scale format (strongly agree, agree,
disagree, strongly disagree), which ensures consistency in responses,
making analysis easier as Cohen (2018) mentions. This was benecial to
gather information about the teachers’ perception over the role of culture in
English language teaching. Also, this instrument assisted by identifying the
relationship between teachers and students, and was part of the qualitative
data analysis. So, using these instruments enhanced research through
triangulation, ensuring validity and reliability by corroborating ndings
from multiple sources.
2.6 Data collection
Considering this research is a descriptive work it is important to mention
that the data is represented in tables by using the Jamovi program to take
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DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a104
Integrating Culture into English Teaching Process:
A Path to Meaningful Communication 83 - 100
the measures of central tendency which was useful to gather information and
results obtained in the survey and observation checklist, which lead to con-
clusions. While the results from the eld notes were used to complement the
information acquired.
2.7 Data processing
A survey, observation sheet and a checklist were used to relate qualitative
and quantitative data and support teachers’ perspectives by analyzing the
survey. The results of the survey were presented through excel. Descriptive
and inferential statistics were used. The qualitative data was represented by
categorizing and analyzing it with the indicators that helped to support the
outcomes about the inuence of culture over the teaching - learning process.
These data were analyzed based on the class observations and checklist iden-
tifying effective strategies and challenges in the teaching-learning culture
process. The data was transcripted and organized in excel. Considering that
the names remained anonymously providing teachers a code as teacher 1,
teacher 2 and so forth.
3. Results
In order to answer the sub-question: What do English teachers perceive of
culture in the English Language teaching process at Ecuadorian University’s
Language Center in Ambato city?, 15 teachers completed and returned the
survey before being observed in order to gather data information from the
survey based on indicators as the following:
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1.1. Tables
Table 1
Survey results about Institutionality
Institutionality Strongly
agree Agree Disagree Strongly
disagree
As a teacher at the Language
Center, I consider that the
Center has been supportive
in terms of providing
resources and training for
cultural competence.
29.4 % 41.2 % 29.4 % 0%
As an educator at the
University’s Language
Center, I consider it
promotes cultural awareness
and sensitivity among
teachers and students.
29.4 % 41.2 % 29.4 % 0%
As a teacher of the
University’s Language Center
I believe that the values and
mission of the Language
Center aligns with culture
sensitivity and equity.
41.2 % 29.4 % 23.5 % 5.9%
3.1 Institutionality, the table 1 below illustrates the nal results of teachers’
perceptions over support and inclusive education at the University’s Language
Center, collecting a huge percentage of acceptance in the promotion of
cultural awareness and sensitivity among teachers and students, as well as
providing resources and training. A minority of participants (41%) supported
the idea that cultural integration is valued at the Language Center. On the
other hand, there was also a small number of teachers that suggested the
mission and vision of the center doesn’t align with equity. It is worth noting
the possible bias in these responses.
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Integrating Culture into English Teaching Process:
A Path to Meaningful Communication 85 - 100
Table 2
Survey results about teacher’s cultural awareness
Cultural Awareness Strongly
agree Agree Disagree Strongly
disagree
As an educator I feel well-
prepared to teach cultural
aspects in my EFL classes
and there are enough
cultural materials to include
in EFL classrooms.
47.1 % 35.3 % 17.6 % 0%
As an educator, I
understand how different
cultural norms affect my
students’ behavior and
participation in class.
70.6 % 23.5 % 5.9 % 0%
As an educator I consider
that culture plays an
important role in the
teaching-learning
process and the cultural
content increases student
motivation and engagement
in EFL classes.
47.1 % 35.3 % 17.6 % 0%
As an educator, I believe
that by promoting a good
atmosphere in class,
students feel comfortable
sharing social and cultural
experiences.
82.4 % 17.6 % 0% 0%
3.2 Cultural Awareness, table 2 provides the results obtained from the
preliminary analysis of the second group of the survey’s questions, where we
found a huge number of participants (82%) believe in the importance of a
helpful classroom environment for encouraging students to share their social
and cultural perspectives. This consensus highlights a common practice
in creating an inclusive and open atmosphere. A (70.6%) show a strong
understanding of how cultural norms shape students’ classroom behavior.
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Integrating Culture into English Teaching Process:
A Path to Meaningful Communication 86 - 100
However, the 17.6% disagreement on two questions (related to being trained
and cultural content’s impact on motivation) suggest areas for improvement,
like providing more resources, workshops, or training opportunities.
Consequently, the absence of “strongly disagree” responses reects overall
positive perceptions and a disposition to incorporate cultural elements into
EFL teaching.
Table 3
Survey results about teacher’s social cultural sensibility.
Socio-cultural Sensibility Strongly
agree Agree Disagree Strongly
disagree
In my opinion as an EFL
teacher, I believe including
cultural content in EFL
classrooms is essential for
effective language teaching.
76.5 % 23.5 % 0% 0%
As an EFL teacher, I consider
it relevant to include
elements of local culture in
English language lessons.
82.4 % 17.6 % 0% 0%
As an educator, I believe
that encouraging students
to explore how local social
issues in their own cultures
relate to those in other
societies help them to
be tolerant and aware of
situations in real context.
70.6 % 29.4 % 0% 0%
In my opinion, I believe
that promoting an inclusive
classroom environment
helps all cultures to be
equally respected.
82.4 % 17.6 % 0% 0%
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Integrating Culture into English Teaching Process:
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3.3 Socio-cultural Sensibility, table 3 shows an overview of the results of
questions related to socio-cultural factors that may inuence the teaching-
learning process. There was statistically signicant support (76,5%) on the
importance of including cultural material in EFL classrooms. This unanimous
agreement highlights a shared understanding of the connection between
culture and language, as well as the signicance of equipping students with
cultural competence in EFL contexts. Also (82,4%) supported that integrating
local culture into EFL lessons aligns with the need for students to connect
global English use with their cultural identity, stimulating a sense of
embracing inclusivity in the classroom. Educators agree on the importance
of having an inclusive classroom, emphasizing its role in valuing diverse
cultural backgrounds.
Table 4
Questions results about technology
Technology Strongly
agree Agree Disagree Strongly
disagree
As an educator, I believe
technology makes language
learning more active in class.
76.5 % 23.5 % 0% 0%
As an educator I am aware of
the potential of digital devices
in EFL and multicultural
classrooms
70.6 % 29.4 % 0% 0%
As an educator I nd that
technology helps students
from different cultures
participate more actively in
class.
52.9 % 47.1 % 0% 0%
3.4 Technology, over table 4 it’s presented in the analysis of data where 76.5%
of educators strongly agree and 23.5% agree that technology makes language
learning more active in the classroom. This result shows the value educators
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place on technological tools to promote engagement and interactivity during
language instruction. In addition, 70.6% of educators demonstrate strong
awareness of how digital tools can support teaching in linguistically and
culturally diverse classrooms. This suggests condence in using technology
for addressing the needs of multicultural learners, although there might be
varying levels of comfort with the full range of available tools. Inversely, a
smaller percentage (47.1%) suggest that while technology is seen as benecial,
its effectiveness in promoting cross-cultural interaction may depend on how
it is implemented.
To answer the second sub-question: What cultural activities do
teachers implement at Ecuadorian University’s Language Center in Ambato,
September - December 2024. There was a checklist used in class observations,
to gather supportive information to answer this question; providing the
following results:
Table 5
Results of the checklist based on effective communication in EFL classrooms
Effective communication Yes No
The teacher uses examples, expressions, and language that
are culturally appropriate and meaningful for the students’
backgrounds.
73,30% 26.7%
The teacher integrates culturally diverse examples, metaphors,
or idioms to support language learning. 66,70% 33.3%
The teacher adapts the level of formality, tone, and
communication strategies based on the students’ cultural
norms and expectations.
100% 0%
The teacher avoids using language or topics that could
be offensive or uncomfortable for students from different
cultures.
100% 0%
The teacher creates opportunities for students to share their
cultural backgrounds through discussions or group work. 80% 20%
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Integrating Culture into English Teaching Process:
A Path to Meaningful Communication 89 - 100
The teacher incorporates cultural icebreakers or discussions
that encourage students to explore differences and similarities
between their cultures.
60% 40%
The teacher uses understandable statements and questions
all students including cultural factors from different
backgrounds.
80% 20%
The teacher uses technological tools with cultural elements to
enhance understanding and support explanations. 86.7% 13.3%
The teacher integrates differences between the target culture
and native culture to develop a better understanding 86.7 13.3%
The teacher shows full understanding of the target language
and culture. 73.3% 26.7%
3.5 Effective communication, As shown in table 5, there is a signicant support
(100%) of adapting teachers’ level of formality, tone, and strategies according
to students’ cultural norms and expectations to avoid potentially offensive or
uncomfortable topics, showing strong cultural sensitivity. A greater number
of teachers (86.7%) use technological tools with cultural elements to support
their teaching and this was conrmed on the class observations. Also, most
teachers (80%) create opportunities for students to discuss their cultural
backgrounds, while others do not, indicating there is room to strengthen this
practice further. In addition, 60% of teachers use dynamic icebreakers or
culturally meaningful language; idioms and metaphors in order to explore
cultural differences and similarities.
Table 6
Checklist results based on motivation
Motivation Yes No
The teacher uses a dynamic introduction of a topic using
cultural elements in the classroom.
66.7% 33.3%
The teacher encourages students from different cultural
backgrounds to communicate and collaborate on tasks.
66.7% 33.3%
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Integrating Culture into English Teaching Process:
A Path to Meaningful Communication 90 - 100
The teacher organizes group work that encourages students
from different cultures to collaborate, fostering motivation
through social interaction.
53.3% 46.7%
The teacher provides feedback in ways that are culturally
appropriate and motivational for each student.
60% 40%
The teacher builds student condence by encouraging them to
express their cultural identity in English, motivating them to
engage more.
66.7% 33.3%
The teacher inspires students to explore cultural topics
independently, fostering intrinsic motivation for learning.
46.7% 53.3%
The teacher shares their own cross-cultural experiences or
examples to build rapport and motivate students through
storytelling or personal connections.
66.7% 33.3%
The teacher uses technology to connect students with
learners from other cultural backgrounds (e.g., pen pals,
international chats), enhancing motivation through real-world
communication.
73.3% 26.7%
The teacher brings social and actual issues to motivate
students to give their own perspective of the situation by using
communicative skills and critical thinking.
80% 20%
The teacher shows awareness of students’ cultural motivations
for learning English (e.g., academic goals, family expectations)
and adapts lessons accordingly.
53.3% 46.7%
The teacher differentiates tasks and activities to match the
diverse cultural learning styles and motivational drivers of
students.
73.3% 26.7%
3.6 Motivation, Table 6 results highlight initial checklist analysis, showing
66.7% of teachers encourage cultural identity expression and use personal
stories to build rapport. However, only 53.3% promote cross-cultural group
work, and 46.7% inspire autonomous exploration of cultural topics, indicating
a need for improved motivation strategies.
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Integrating Culture into English Teaching Process:
A Path to Meaningful Communication 91 - 100
Table 7
Analysis of the checklist results based on tolerance and adaptability
Tolerance and adaptability Yes No
The teacher uses examples, expressions, and language that
are culturally appropriate and meaningful for the students’
backgrounds.
73.3% 26.7%
The teacher shows respect for cultural diversity by addressing
and integrating different cultural norms and values into the
classroom.
100% 0%
The teacher adapts the level of formality, tone, and
communication strategies based on the students’ cultural norms
and expectations.
100% 0%
The teacher ensures that turn-taking in discussions is managed
in a culturally sensitive way, allowing students from cultures that
may value silence or indirectness to contribute comfortably.
93.3% 6.7%
The teacher actively works to raise students’ awareness of
cultural stereotypes and the harm they cause, fostering a more
tolerant mindset.
86.7% 13.3%
The teacher facilitates activities that build understanding of
global cultures and issues, enhancing students’ tolerance. 46.7% 53.3%
The teacher integrates cultural celebrations or traditions into the
classroom, promoting a greater understanding and acceptance of
diversity.
46.7% 53.3 %
The teacher encourages positive communication and
discourages any negative or intolerant remarks in class
discussions.
100% 0%
The teacher intervenes immediately when intolerance or
disrespect occurs and addresses it constructively. 100% 0%
3.7 Tolerance and adaptability are evident in EFL classrooms, with 93.3% of
teachers practicing inclusive turn-taking. Strong positive communication
fosters respect, though only 46.7% facilitate activities on global cultures, leaving
over half lacking tolerance-building components. Cultural celebrations are
similarly underrepresented, hindering diversity appreciation.
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Integrating Culture into English Teaching Process:
A Path to Meaningful Communication 92 - 100
4. Discussion
What is the role of culture in the English language teaching process among
teachers and students at the Language Center, Ecuadorian University in
Ambato, September - December 2024?
Understanding the vital role that education plays in culture and vice versa is
well comprehended by the Language Center’s teachers, which supports the
afrmation of Shrestha et al. (2016) and Freedman et al (2016) that see cultu-
re as a crucial tool for survival. The results show that the role of culture in the
English language teaching process at the Language Center is multifaceted,
involving educators’ cultural awareness, socio-cultural sensibility, and inte-
gration of technology to promote intercultural competence. Teachers stron-
gly value cultural elements in their teaching practices, recognizing their im-
pact on students’ learning experiences, participation, and motivation.
Despite the agreement of using culture in EFL teaching, some challenges
were encountered such as the availability of cultural resources and well-
trained professionals. Nevertheless, addressing this gap may encourage
teachers to gradually incorporate cultural content into their classes as
Sariyildiz et al. (2017) mentions. So, these ndings underscore the need for
continued support and professional development to strengthen the cultural
dimension of EFL education, ultimately enriching the learning experience
for students. Considering that culture inuences how teachers design
interactions, emphasizing the importance of personalizing communication
styles to meet the needs of students from different cultural contexts.
There is untapped potential for leveraging global and local cultural
contexts to deepen students’ cultural competence. By addressing these
areas, the Language Center can further enhance the effectiveness of cultural
integration in the English teaching process, beneting both teachers and
students. So, this fosters a strong commitment in creating a safe, equitable
learning space where all cultural perspectives are valued.
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Integrating Culture into English Teaching Process:
A Path to Meaningful Communication 93 - 100
What do English teachers perceive of culture in the English Language tea-
ching process at Ecuadorian University’s Language Center in Ambato?
According to the last collection of results there is a huge acceptance of cultu-
re in the EFL teaching process. Teachers’ perceptions are aligned with several
key themes: institutionality, cultural awareness, socio-cultural sensibility,
and the role of technology in fostering cultural integration. As the Ministry of
Education and Ministry of Culture mention understanding our identity, art
and culture promote intercultural exchanges over the world by letting stu-
dents learn more about our country. So having the support of the institution
and members of it, is perceived as an essential factor for an effective develop-
ment of the teaching and learning process.
In addition, the results showed a deep understanding of teachers over
being well prepared for intercultural EFL classrooms. Teachers’ perceptions
indicated that there is an urgent necessity of preparing professionals who
work as a cultural mediator to understand their own culture as well as
students’ background. This helps students grab the pragmatic aspects of
English (Clouet ,2017) such as idioms, humor, and social norms and can be
achieved through literature, lms or students’ areas of interest in order to
motivate them.
While analyzing the gathered data of socio-cultural sensibility agree
with Candlin (2014) notion, who supports the idea of creating learning
environments where all cultures are equally valued and represented. So,
during the survey teachers reected on the necessity of using social issues
to increase students’ curiosity while creating long-life content. As Vygotsky’s
theory highlights the role of social interaction and cultural context in learning.
Consequently, the use of technology showed an important impact
on teaching and learning process according to teachers’ perceptions. It
can be used as a fun way to reinforce cultural knowledge and foster global
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Integrating Culture into English Teaching Process:
A Path to Meaningful Communication 94 - 100
connections. While technology is seen as benecial, there is room for
growth in using it specically to promote intercultural collaboration and
understanding. Teachers recognize its potential but may lack strategies to
fully leverage it for cultural education.
So, despite the positive acceptance and perceptions, there were some
challenges identied. Putry (2022) emphasizes that teachers should acquire
adequate training, while teachers noted a lack of sufcient cultural materials,
which might delay their ability to consistently integrate cultural content.
What cultural activities do teachers implement at Ecuadorian University’s
Language Center in Ambato, September - December 2024.?
Considering the gathered results from the checklist and class observations, it
appears that teachers are aware of the importance of using formal and appro-
priate communication in order to connect with students, avoiding offensive
or uncomfortable topics. This aligns with Azmie (2022) theory, which focu-
ses on teachers’ abilities to apply and integrate an effective teaching strategy
based on students’ cultural background, creating opportunities for them to
exchange, discuss and explore different cultures.
In addition, Yaman (2017) mentioned the importance of including
cultural material of the native language and target language, in order to
balance and establish intercultural tolerance and empathy among students
in the EFL classrooms. This was observed during observations, this facilitated
the learning process for students by using diverse examples, metaphors
and even icebreaker activities where students feel free to express and work
collaboratively based on their cultures. It is important to mention that the
absence of cultural material of the native language could leave the language
competency incomplete and students could forget their culture and adopt
the target culture as their own (Shrestha, 2016)
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Integrating Culture into English Teaching Process:
A Path to Meaningful Communication 95 - 100
Motivation plays an essential role in the teaching-learning process when
incorporating culture in EFL classrooms. The results showed that although
teachers adapt tasks to diverse cultural styles, there are inconsistencies in
encouraging independent cultural exploration, affecting intrinsic motivation
and language skill development. This is aligned with Yaman et al. (2017) that
agrees building a good classroom atmosphere will contribute to students’
condence.
5. Conclusion
As it has been shown, culture plays a fundamental role in the English langua-
ge teaching process at the Language Center in Ambato and that is how tea-
chers perceive it. They recognize the importance of having the support of the
institution, by promoting cultural awareness and socio-cultural sensibility
to foster effective language acquisition. At the same time technology plays
an important role in multicultural and pluricultural EFL classrooms, since it
facilitates the learning and teaching process in the modern world.
Teachers value the inclusion of both global and local cultural content
to provide contextually relevant lessons to increase student engagement,
foster inclusivity, and enhance motivation. One clear example of this, are
virtual dual immersion sessions which encourage students to connect with
peers worldwide, fostering cross-cultural communication and motivation,
considering that technology has a positive impact on students when teachers
implement it as a factual tool to develop communication competences rather
than just gamifying classes.
Furthermore, most teachers feel well-prepared to teach cultural aspects,
emphasizing that effective strategies in the teaching-learning process are
based on creating an inclusive classroom atmosphere where students are
encouraged to share and respect diverse social and cultural experiences, yet
a lack of sufcient authentic cultural resources was identied as a constraint.
This highlights a gap between teachers’ readiness to integrate native and
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Integrating Culture into English Teaching Process:
A Path to Meaningful Communication 96 - 100
target language culture and their access to the necessary tools. Teachers
demonstrate signicant strengths in cultural understanding, adaptability,
and promoting inclusive communication practices.
Even Though the short period of observations, ndings demonstrated
that integrating culture in EFL classrooms not only enhances language
learning but also developed meaningful participation of students in a
multicultural world.
Incorporating collaborative learning activities focused on cultural
topics such as team working on worldwide cultural topics or Ecuadorian
culture can help to overcome challenges in English teaching at the Language
Center. Systematic integration of cultural content, resources, and teacher
training is essential, bearing in mind that institutional support is overriding.
Further research should explore students’ perspectives on the role of
culture in their learning process as well as evaluate the long-term impact
of culturally integrated teaching on language acquisition and intercultural
competence.
6. Contributions of Authors
MMAC: Introduction, theoretical framework and interpretation of the results.
MRA: Revision, validation of instruments, and direction of the research.
JJRP: Application of instruments, and methodology.
AASC: Application of instruments, processing data, and conclusions.
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