Incorporating Cultural Dimensions in Yemeni English Classrooms: From Instructors’ Perspective

Abstract

This study investigated the integration of target culture in English language education in Yemen, emphasizing its significance in enhancing effective communication in diverse global contexts. It aimed to illuminate the necessity of incorporating target culture into foreign language teaching and learning. The study involved 43 EFL teachers from three Yemeni universities - Lahj, Aden, and Abyan - who provided insights through questionnaires, reflecting their diverse experiences in language teaching. From this same group, 12 teachers were selected for interviews to gain deeper qualitative data on integrating cultural elements into EFL instruction.

The findings revealed that while Yemeni EFL teachers value integrating target culture into their teaching and demonstrate a strong commitment to interactive, culturally relevant practices, they encounter challenges like inadequate training, limited resources, and infrastructural barriers. The study recommended improving cultural education through enhanced teacher training, better resource accessibility, and collaborative practices.