A study on the implementation of culturally responsive teaching in EFL writing classes in a college in Dongguan, China

In recent years, culturally responsive pedagogical approaches have gained increasing attention in language education for their potential to enhance student engagement and learning outcomes in diverse classrooms. This qualitative case study investigates the implementation of Culturally Responsive Teaching (CRT) principles in EFL writing instruction at a Chinese college. Through multiple data collection methods including classroom observations, semi-structured interviews with students and the instructor, document analysis of students’ writing assignments, and reflections conducted over one semester, the research examines CRT's impact on students' learning outcomes, engagement, and teacher experiences. Key findings reveal that integrating Chinese cultural elements significantly enhanced students' grammar accuracy, vocabulary development through culturally meaningful contexts, and textual coherence when writing about familiar topics. The CRT approach facilitated authentic self-expression, increased student motivation, and strengthened cross-cultural awareness while reducing cognitive overload. Teachers experienced a professional transformation, evolving from initial uncertainties to confidently advocating for CRT practices that balanced cultural depth with linguistic skill development. This study contributes a comprehensive theoretical framework integrating Cultural Relevance Theory, Cognitive Theory, Constructivist Theory, and Krashen's Affective Filter Hypothesis, offering insights into the mechanisms underlying CRT's success. The findings provide practical implications for educators, curriculum developers, and policymakers seeking to implement inclusive and effective language education strategies in culturally diverse contexts.