A WAY FORWARD TO SUCCESSFUL INFUSION OF CULTURE IN EFL CLASSROOMS: A TEACHER- CENTERED APPROACH

ABSTRACT

Foreign language instruction should include cultural context when teaching the target language; however, this concept often goes ignored during classes for teaching languages. Furthermore, there is a dearth of empirical research on the relationships between teaching techniques, teacher self-efficacy and ICT resources, and learning about English culture that are available for EFL environments. Additionally, research focusing on the relationship between teaching techniques and teachers' self-efficacy as well as ICT resources as moderators versus cultural knowledge teaching together with intrinsic motivation of teachers is limited. Thus, this study examines how English culture is taught in EFL classrooms by testing three direct and three moderating hypotheses. The direct hypotheses explore the effects of teaching methods, teacher self-efficacy, and ICT resources on the instruction of English culture. The moderating hypotheses investigate whether teachers’ intrinsic motivation influences the strength of these relationships, specifically between teaching methods, self-efficacy, and ICT resources, and their respective roles in shaping English cultural instruction. This study employed quantitative data analysis using questionnaire data collection from 383 Algerian EFL teachers. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to analyze the hypothesized direct and moderating relationships. Results demonstrated the impact of teaching techniques, teacher self-efficacy, teaching methods and ICT resources on instruction of culture is significant. Teachers' motivation also plays an essential part in connecting different concepts and imparting cultural values. The results offer opportunities for EFL educators and policymakers alike to increase self-efficacy while simultaneously improving teaching practices as well as finding resources that improve quality teaching culture education.