Electronic Journal for English as a Second Language - Enhancing Academic Writing Skills through Culturally Responsive Pedagogy: A Study in EAP Courses for International Students - February 2026 - Volume 29, Number 4

Oct 15, 2026

Uploaded by Margaret

This study investigates the impact of culturally responsive pedagogy (CRP) on international students’ academic writing development in Vietnamese English for Academic Purposes courses. Using an explanatory sequential mixed-methods design, the research analyzed 63 students’ TOEFL iBT Writing scores before and after CRP, followed by interviews with 18 students and 7 instructors. Statistical results showed significant improvement with a large effect size (d=0.89), especially in organization, coherence, and culturally relevant evidence use, reinforced by qualitative mechanisms emphasizing contextualization, cultural validation, and collaborative learning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Abstract

Keywords

Introduction

Culturally Responsive Pedagogy in EAP

Theoretical Background

Academic Writing Pedagogy for International Students

The Electronic Journal for English as a Second Language Enhancing Academic Writing Skills through Culturally Responsive Pedagogy: A Study in EAP Courses for International Students February 2026 – Volume 29, Number 4 [https://doi.org/10.55593/ej.29116a5](https://doi.org/10.55593/ej.29116a5) Huu Hoang Nguyen Academy of Journalism and Communication, Vietnam <[Huuhoang309@gmail.com](Huuhoang309@gmail.com)> Abstract This study investigates the impact of culturally responsive pedagogy (CRP) on international students ’ academic writing development in Vietnamese English for Academic Purposes courses. Using an explanatory sequential mixed-methods design, the research examined 63 students ’TOEFL iBT Writing scores before and after CRP implementation, followed by interviews with 18 students and 7 instructors. Statistical analysis revealed significant writing improvement with a large effect size (d = 0.89), particularly in organization, coherence, and culturally relevant evidence use. Qualitative findings highlighted three primary mechanisms: cultural contextualization of academic conventions, validation of students ’ cultural knowledge as legitimate resources, and creation of collaborative environments leveraging diversity. Students reported enhanced self-efficacy, greater cultural validation, and improved metacognitive awareness, with variation across cultural groups. The findings challenge deficit perspectives by demonstrating that addressing cultural dimensions of academic writing enhances rather than compromises instructional effectiveness. Despite contextual limitations, this research provides empirical support for CRP ’s efficacy in EAP contexts, offering a framework for more inclusive yet rigorous writing pedagogy in increasingly diverse academic environments. Keywords: culturally responsive pedagogy; academic writing; English for Academic Purposes; international students The international education landscape has witnessed substantial growth in student mobility, with diverse cultural backgrounds enriching higher education institutions worldwide (OECD, 2022) . For international students in English for Academic Purposes (EAP) courses, mastering academic writing represents an essential skill for engaging with course materials, formulating arguments, synthesizing information, and communicating research findings effectively (Ye, 2020) . However, the transition from general language proficiency and informal writing practices to formal academic writing in an additional language presents distinct challenges regardless of the educational context—whether in Anglophone countries or in multilingual academic environments where English serves as a lingua franca for academic communication (Casanave, 2018; Mumin, 2022) . These challenges often stem from variations in rhetorical traditions, citation practices, and expectations regarding critical analysis across different educational systems (Zhang, 2018) . Instructional approaches characterized by teacher-led lectures on writing rules, memorization of grammatical structures, focus on error correction over content development, standardized essay formats, and assessment primarily through grammar and mechanics rather than rhetorical effectiveness frequently reflect Western rhetorical conventions that may diverge significantly from international students ’ educational experiences (Canagarajah, 2015) . This discrepancy can impede comprehension, engagement, and the development of effective academic writing abilities, potentially affecting students ’academic performance across diverse geographical contexts (Singh, 2019) . Culturally responsive pedagogy (CRP) has emerged as a promising framework to address these pedagogical limitations. Grounded in the scholarship of Gay (2002) and Ladson-Billings (1995), CRP transcends superficial acknowledgment of cultural diversity by positioning students ’ rhetorical traditions, knowledge systems, and communicative practices as foundational resou

FAQs

What does the study examine regarding CRP and academic writing?

The study examines how culturally responsive pedagogy affects international students’ academic writing development in Vietnamese EAP courses.

How was the research conducted in the study?

An explanatory sequential mixed-methods design was used, analyzing TOEFL iBT Writing scores for 63 students and then conducting interviews with 18 students and 7 instructors.

What improvements did the study find after CRP implementation?

Students showed significant writing improvement with a large effect size (d=0.89), particularly in organization, coherence, and the use of culturally relevant evidence.

Oct 15, 2026

Uploaded by Margaret