Copyright (c) 2025 Rasool Dad Islam, Esmail Qasemyar

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
From Chalkboards to Cultural Relevance: A Mixed-Methods Study on ELL Support in Post-Conflict Higher Education
Corresponding Author(s) : Rasool Dad Islam
Journal of Social Sciences and Humanities,
Vol. 2 No. 3 (2025): July
Abstract
This study investigates the relationship between access to institutional resources and student satisfaction among English Language Learners (ELLs) at the English Language and Literature Department of X University, a post-conflict, resource-constrained higher education setting. Employing a mixed-methods approach, the research integrates quantitative data from surveys and academic writing tests with qualitative insights from classroom observations, focus groups, and semi-structured interviews. Spearman correlation analyses revealed a weak but statistically significant positive relationship between student satisfaction and access to online learning platforms (ρ = 0.184, p < .05) and language labs (ρ = 0.127, p < .05), while access to library resources (ρ = 0.082, p = .095) and textbooks (ρ = 0.041, p = .412) showed minimal or no significant association. Qualitative findings reinforced these results, with students reporting outdated materials, limited lab availability, frequent power outages, and heavy reliance on lecture-based instruction. The study further found that scaffolded instruction improved student writing scores by 22% (ρ = 0.286, p < .001), and culturally responsive teaching increased engagement by 15%. Despite their effectiveness, these strategies remain underutilized due to a lack of faculty training and institutional support. The findings underscore the need for comprehensive reforms, including investment in infrastructure, professional development in inclusive pedagogy such as Universal Design for Learning (UDL) and Culturally Responsive Teaching (CRT), and curriculum revisions to incorporate local cultural content. These interventions are crucial for enhancing English language education and promoting academic equity in post-conflict and low-resource university settings.
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- Banks, J. A. (2015). Cultural diversity and education: Foundations, curriculum, and teaching (6th ed.). Routledge. Link
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa DOI: https://doi.org/10.1191/1478088706qp063oa
- Brock-Utne, B. (2001). Education for all—in whose language? Oxford Review of Education, 27(1), 115–134. Link DOI: https://doi.org/10.1080/03054980125577
- Chapelle, C. A. (2003). English language learning and technology: Lectures on applied linguistics in the age of information and communication technology. John Benjamins Publishing. https://doi.org/10.1075/lllt.7 DOI: https://doi.org/10.1075/lllt.7
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- Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications. Link
- Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Multilingual Matters. Link DOI: https://doi.org/10.21832/9781853596773
- Dearden, J. (2014). English as a medium of instruction – A growing global phenomenon (Report). British Council. Link
- Era, S. (2024). Impacts of solar home systems in rural areas: A case study in Bangladesh. Technium Sustainability, 8, 38–53. https://doi.org/10.47577/sustainability.v8i.11793 DOI: https://doi.org/10.47577/sustainability.v8i.11793
- Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press. Link
- Kirkpatrick, A. (2011). Internationalization and English-medium instruction in higher education in East and Southeast Asia. Language Teaching, 44(1), 1–22. Link
- Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465 DOI: https://doi.org/10.3102/00028312032003465
- McKenzie, J., Karisa, A., & Kahonde, C. (2023). Inclusive education and Universal Design for Learning in low-income countries. Disability & Society, 38(2), 187–204. Link
- Naqawi, Ghulam Hassan & Rajath, D. (2022). Educational opportunities and challenges in Afghanistan. Asian Journal of Research in Social Sciences and Humanities. 12. 31-44. 10.5958/2249-7315.2022.00372.0. Link DOI: https://doi.org/10.5958/2249-7315.2022.00372.0
- Norton, B., & Toohey, K. (2001). Changing perspectives on good language learners. TESOL Quarterly, 35(2), 307–322. https://doi.org/10.2307/3587650 DOI: https://doi.org/10.2307/3587650
- Pham, Cuong. (2021). English Language Education in Rural Areas: Current Issues, Complexities and Ways Forward. VNU Journal of Science: Education Research. 10.25073/2588-1159/vnuer.4538. Link DOI: https://doi.org/10.25073/2588-1159/vnuer.4538
- Plano Clark, V. L., & Ivankova, N. V. (2016). Mixed methods research: A guide to the field. SAGE Publications. Link DOI: https://doi.org/10.4135/9781483398341
- Purdeková, A., & Mwambari, D. (2021). Post-genocide identity politics and colonial durabilities in Rwanda. Critical African Studies, 14(1), 19–37. https://doi.org/10.1080/21681392.2021.1938404 DOI: https://doi.org/10.1080/21681392.2021.1938404
- Rezaee, A. A., Farahani, A. A. K., & Mubarak, A. A. (2018). Barriers to language learning in conflict-affected higher education systems: A case from Iraq. Asian EFL Journal, 20(9), 76–96. Link
- Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. ASCD. Link
- Shareefa, S., & Moosa, Z. (2020). Effectiveness of differentiated instruction in mixed-ability classrooms. International Journal of Educational Research, 99, 101513. https://doi.org/10.1016/j.ijer.2019.101513 DOI: https://doi.org/10.1016/j.ijer.2019.101513
- Singh, R. (2024). Challenges of implementing inclusive pedagogy in South Asian public universities. Higher Education in Review, 21(2), 140–162. Link
- Sleeter, C. E. (2012). Confronting the marginalization of culturally responsive pedagogy. Urban Education, 47(3), 562–584. https://doi.org/10.1177/0042085911431472 DOI: https://doi.org/10.1177/0042085911431472
- Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer. https://doi.org/10.1007/978-1-4419-8126-4 DOI: https://doi.org/10.1007/978-1-4419-8126-4
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- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
- Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x DOI: https://doi.org/10.1111/j.1469-7610.1976.tb00381.x
References
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Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa DOI: https://doi.org/10.1191/1478088706qp063oa
Brock-Utne, B. (2001). Education for all—in whose language? Oxford Review of Education, 27(1), 115–134. Link DOI: https://doi.org/10.1080/03054980125577
Chapelle, C. A. (2003). English language learning and technology: Lectures on applied linguistics in the age of information and communication technology. John Benjamins Publishing. https://doi.org/10.1075/lllt.7 DOI: https://doi.org/10.1075/lllt.7
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications. Link
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications. Link
Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Multilingual Matters. Link DOI: https://doi.org/10.21832/9781853596773
Dearden, J. (2014). English as a medium of instruction – A growing global phenomenon (Report). British Council. Link
Era, S. (2024). Impacts of solar home systems in rural areas: A case study in Bangladesh. Technium Sustainability, 8, 38–53. https://doi.org/10.47577/sustainability.v8i.11793 DOI: https://doi.org/10.47577/sustainability.v8i.11793
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press. Link
Kirkpatrick, A. (2011). Internationalization and English-medium instruction in higher education in East and Southeast Asia. Language Teaching, 44(1), 1–22. Link
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465 DOI: https://doi.org/10.3102/00028312032003465
McKenzie, J., Karisa, A., & Kahonde, C. (2023). Inclusive education and Universal Design for Learning in low-income countries. Disability & Society, 38(2), 187–204. Link
Naqawi, Ghulam Hassan & Rajath, D. (2022). Educational opportunities and challenges in Afghanistan. Asian Journal of Research in Social Sciences and Humanities. 12. 31-44. 10.5958/2249-7315.2022.00372.0. Link DOI: https://doi.org/10.5958/2249-7315.2022.00372.0
Norton, B., & Toohey, K. (2001). Changing perspectives on good language learners. TESOL Quarterly, 35(2), 307–322. https://doi.org/10.2307/3587650 DOI: https://doi.org/10.2307/3587650
Pham, Cuong. (2021). English Language Education in Rural Areas: Current Issues, Complexities and Ways Forward. VNU Journal of Science: Education Research. 10.25073/2588-1159/vnuer.4538. Link DOI: https://doi.org/10.25073/2588-1159/vnuer.4538
Plano Clark, V. L., & Ivankova, N. V. (2016). Mixed methods research: A guide to the field. SAGE Publications. Link DOI: https://doi.org/10.4135/9781483398341
Purdeková, A., & Mwambari, D. (2021). Post-genocide identity politics and colonial durabilities in Rwanda. Critical African Studies, 14(1), 19–37. https://doi.org/10.1080/21681392.2021.1938404 DOI: https://doi.org/10.1080/21681392.2021.1938404
Rezaee, A. A., Farahani, A. A. K., & Mubarak, A. A. (2018). Barriers to language learning in conflict-affected higher education systems: A case from Iraq. Asian EFL Journal, 20(9), 76–96. Link
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. ASCD. Link
Shareefa, S., & Moosa, Z. (2020). Effectiveness of differentiated instruction in mixed-ability classrooms. International Journal of Educational Research, 99, 101513. https://doi.org/10.1016/j.ijer.2019.101513 DOI: https://doi.org/10.1016/j.ijer.2019.101513
Singh, R. (2024). Challenges of implementing inclusive pedagogy in South Asian public universities. Higher Education in Review, 21(2), 140–162. Link
Sleeter, C. E. (2012). Confronting the marginalization of culturally responsive pedagogy. Urban Education, 47(3), 562–584. https://doi.org/10.1177/0042085911431472 DOI: https://doi.org/10.1177/0042085911431472
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer. https://doi.org/10.1007/978-1-4419-8126-4 DOI: https://doi.org/10.1007/978-1-4419-8126-4
Tikly, L. (2011). Towards a framework for researching the quality of education in low‐income countries. Comparative Education, 47(1), 1–23. https://doi.org/10.1080/03050068.2011.541671 DOI: https://doi.org/10.1080/03050068.2011.541671
UNESCO. (2021). Reimagining our futures together: A new social contract for education. Link
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x DOI: https://doi.org/10.1111/j.1469-7610.1976.tb00381.x