THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
89
TEACHING ENGLISH TO LOW-CONTEXT AND HIGH-CONTEXT
STUDENTS AT THE UNIVERSITY: DIFFERENCES AND SOLUTIONS
F.Rakhimjonov
ESL Teacher, Alfraganus University
https://doi.org/10.5281/zenodo.16880007
Abstract
Effective English language instruction in higher education increasingly
demands sensitivity to students’ cultural communication styles. One critical
distinction in cross-cultural communication is between low-context and high-
context cultures. This study examines how these cultural orientations impact
English language learning among university students and identifies teaching
strategies that address related challenges. Using a mixed-methods approach, the
study analyzed the performance and preferences of 80 university students from
different cultural contexts. Results revealed significant variations in classroom
participation, comprehension strategies, and language skill development. The
study recommends differentiated instruction, cultural awareness training, and
blended learning to bridge these cultural gaps. These findings underscore the
necessity of culturally responsive pedagogy in English language education.
Keywords:
low-context, high-context, English language teaching, cultural
differences, university students, teaching strategies
Annotatsya
Oliy ta'limda ingliz tilini samarali o'qitish talabalarning madaniy muloqot
uslublariga nisbatan sezgirlikni talab qilmoqda. Madaniyatlararo muloqotdagi
muhim farqlardan biri past kontekstli va yuqori kontekstli madaniyatlar
o'rtasidagidir. Ushbu tadqiqot ushbu madaniy yo'nalishlar universitet talabalari
orasida ingliz tilini o'rganishga qanday ta'sir qilishini o'rganadi va tegishli
muammolarni hal qiladigan o'qitish strategiyalarini aniqlaydi. Aralash
usullardan foydalangan holda, tadqiqot turli madaniy kontekstdagi 80 ta
universitet talabalarining ishlashi va afzalliklarini tahlil qildi. Natijalar sinfda
ishtirok etish, tushunish strategiyalari va til ko'nikmalarini rivojlantirishda
sezilarli farqlarni aniqladi. Tadqiqot ushbu madaniy bo'shliqlarni bartaraf etish
uchun tabaqalashtirilgan ta'lim, madaniy xabardorlikni oshirish va aralash
ta'limni tavsiya qiladi. Ushbu topilmalar ingliz tilini o'qitishda madaniyatga
javob beradigan pedagogika zarurligini ta'kidlaydi.
Kalit so'zlar:
past kontekstli, yuqori kontekstli, ingliz tilini o'qitish,
madaniy farqlar, universitet talabalari, o'qitish strategiyalari
1. Introduction
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
90
In today’s globalized university classrooms, students from diverse cultural
backgrounds converge with different learning expectations and communication
styles. [1] Among the many frameworks proposed to understand cross-cultural
variation, Edward T. Hall’s (1976) concept of high-context and low-context
communication remains particularly influential in education. High-context
cultures rely heavily on implicit messages, non-verbal cues, and shared cultural
understanding, while low-context cultures favor explicit, direct, and detailed
communication (Hall, 1976). [2]
This cultural dichotomy influences not only everyday communication but
also learning preferences, language acquisition, and classroom interaction.
English, as a second or foreign language, is often taught using pedagogical
methods developed in low-context societies, where educational systems
emphasize individualism, verbal clarity, and direct assessment. However, for
students from high-context cultures—such as many Asian, Middle Eastern, and
Central Asian countries—these methods may clash with deeply ingrained
cultural norms about authority, group dynamics, and indirect communication.[3]
Despite the increasing multicultural makeup of English language
classrooms in universities worldwide, little research has examined how the
context level of a student's culture affects English language learning outcomes.
In this study, we explore the following questions:
- What are the main differences in English language learning behaviors
between
students
from
high-context
and
low-context
cultures?
- What challenges do teachers face when managing culturally diverse
classrooms?
- What pedagogical strategies can be implemented to improve outcomes for both
high-context and low-context students?
This paper contributes to the growing field of culturally responsive
language education by identifying classroom strategies that align with the
communication preferences of both student groups.
2. Methods
2.1 Research Design
This study adopted a mixed-methods approach, combining quantitative and
qualitative data to capture both performance outcomes and personal
perceptions. The design focused on comparing classroom behavior and English
learning progress across students from low-context and high-context cultures.
2.2 Participants
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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The study involved 80 first-year undergraduate students enrolled in
English as a Foreign Language (EFL) courses at a private university. Participants
were evenly divided into two groups: [3]
- Group A (Low-context): 40 students from Germany, the Netherlands, the
USA, and Norway.
- Group B (High-context): 40 students from Uzbekistan, China, Saudi Arabia,
and Turkey.
All participants had a similar intermediate English proficiency level (B1-B2
CEFR), based on placement test results.[4]
2.3 Data Collection
Three tools were used to collect data:
1. Pre- and post-course language proficiency tests focused on reading,
listening, speaking, and writing skills.
2. Surveys and Likert-scale questionnaires assessed student attitudes
toward teaching methods, feedback, group work, and class participation.
3. Classroom observations and semi-structured interviews with five English
instructors provided insights into behavioral differences and teaching
challenges.
2.4 Data Analysis
Quantitative data from tests and surveys were analyzed using SPSS to
calculate descriptive statistics and compare group performance using t-tests.
Qualitative data from interviews and classroom notes were analyzed using
thematic coding to identify patterns in communication behavior, participation,
and teacher strategies.
3. Results
3.1 Communication Preferences and Participatio
n
Survey and observation data revealed distinct patterns:
- Low-context students preferred explicit instructions, direct teacher
feedback, and individual tasks. They were more likely to ask questions, challenge
ideas, and seek clarification.
- High-context students favored indirect communication, non-verbal cues,
and collaborative group tasks. Many were hesitant to interrupt or question
instructors publicly.
3
.2 Language Performance Outcome
s
Skill
Low-Context Group
High-Context Group
Speaking
+18%
+10%
Writing
+22%
+14%
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
92
Listening
+15%
+19%
Reading
+17%
+20%
Low-context students showed significantly greater gains in speaking and
writing, especially where clarity and directness are essential. High-context
students outperformed in listening and reading, particularly when the materials
involved cultural inference or contextual interpretation.
3.3 Teacher Interviews and Observations
All five instructors confirmed that cultural differences influenced class
dynamics. Challenges cited included uneven participation, confusion over
indirect instructions, and discomfort with individual assessment formats for
high-context students.
4. Discussion
The findings support Hall’s (1976) communication theory, showing that
cultural context levels significantly impact how students learn English. While
low-context students aligned well with Western-style EFL methods, high-context
students often required adaptation to fully benefit from instruction.
4.1 Implications for Teaching
To ensure equitable learning opportunities, instructors must consider
cultural context in their pedagogy. Based on the findings, the following strategies
are recommended:
1. Differentiated Instruction
- Provide detailed written instructions and rubrics for low-context learners.
- Use modeling, visual aids, and contextual examples for high-context learners.
2. Cultural Mediation Activitie
s
- Include intercultural communication tasks that explain classroom norms.
3. Blended Learning and Technolog
y
- Use digital tools for participation and reinforcement.
4. Group Dynamics and Assessment
- Combine group and individual tasks to balance preferences.
4
.2 Addressing Teacher Challenges
Educator training programs should include modules on cultural intelligence
and inclusive pedagogy.
4.3 Limitations and Further Researc
h
The study’s sample was limited to one university. Future research should
explore longitudinal outcomes and test interventions across broader
educational settings.
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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5. Conclusion
Cultural context plays a crucial role in shaping students’ English language
learning experiences. By recognizing and adapting to the needs of both low-
context and high-context students, university instructors can foster inclusive,
productive, and culturally sensitive classrooms. [5] The implementation of
differentiated, culturally responsive teaching strategies holds promise for
improving language proficiency and student confidence across cultural divides.
References
1.
Deardorff, D. K. (2006). Identification and assessment of intercultural
competence as a student outcome of internationalization. Journal of Studies in
International
Education,
10(3),
241–
266.https://doi.org/10.1177/1028315306287002
2.
Hall, E. T. (1976). Beyond Culture. Anchor Books.
Hofstede, G. (2001). Culture's Consequences: Comparing Values, Behaviors,
Institutions and Organizations Across Nations (2nd ed.). Sage Publications.
3.
Hyland, K. (2006). English for Academic Purposes: An Advanced Resource
Book. Routledge.
4.
Samovar, L. A., Porter, R. E., & McDaniel, E. R. (2012). Communication
Between Cultures (8th ed.). Cengage Learning.
5.
Zhang, Y., & Zhou, G. (2019). The cultural dimension of language learning:
A study of Chinese international students. Journal of Language, Identity &
Education, 18(1), 1–14.https://doi.org/10.1080/15348458.2018.1548466
