Improving Active Classroom Participation of ESL Students: Applying Culturally Responsive Teaching Strategies

Abstract

The purpose of this study was to examine the effectiveness of implementing culturally responsive teaching strategies in an adult ESL classroom. Prior research indicated that ESL students were not interested in instructions that ignore or isolate their home culture or targeted language culture. Three adult students from Asian countries with intentions to improve their English learning participated in the study. Using an ABAB design, students’ participations in the class discussions were recorded and counted. The results showed that the implementation of culturally responsive teaching strategies increased the frequency of students’ classroom participations. The instructions employing culturally responsive teaching strategies were more likely to increase students’ involvement in communication and enhance their communication skills.

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