Examining Sociocultural and Motivational Dynamics in Southeast Asian ESL Classrooms: A Meta-Synthesis of Empirical Evidence
DOI:
https://doi.org/10.69569/jip.2025.534Keywords:
Second language acquisition, Motivational factor, Sociocultural dynamics, Inclusive pedagogy, Indigenous language preservationAbstract
This meta-synthesis study examines the sociocultural and motivational dynamics influencing English as a Second Language (ESL) acquisition in Southeast Asian (SEA) classrooms, addressing a critical gap in regionally contextualized research. Despite advancements in second language acquisition (SLA) theories, existing frameworks often overlook postcolonial multilingual realities and culturally specific barriers, such as hiya (shame), in Filipino learners. To bridge this gap, we systematically analyzed 58 eligible empirical studies (published between 2015 and 2024) following the PRISMA guidelines, integrating Schumann’s Acculturation Model, Krashen’s SLA Theory, and inclusive education paradigms. Six key themes emerged: (1) student-centered approaches addressing cultural barriers, (2) sociocultural acculturation strategies for Indigenous and multilingual learners, (3) collaborative methods leveraging regional values (e.g., bayanihan), (4) identity empowerment through culturally responsive pedagogies, (5) holistic language competence development, and (6) teacher training emphasizing cultural competence. Findings reveal that aligning ESL instruction with local norms, such as integrating folktales or community-based activities, enhances motivation and proficiency while preserving linguistic identities. The study proposes a framework for adapting SLA practices to SEA’s multicultural contexts, advocating for policy reforms and teacher preparation programs. This research contributes to decolonizing English education by prioritizing context-specific, inclusive models of education. Future studies should explore the preservation of Indigenous languages and the use of digital tools for cross-cultural meta-analyses.
Downloads
References
Abdelhalim, S. M., & Alqubayshi, H. A. (2020). Motivational orientation and language acculturation experienced by English-speaking adults learning Arabic in Saudi Arabia. Theory and Practice in Language Studies, 10(9), 1032–1043. https://doi.org/10.17507/tpls.1009.04
Ahmed, M. K., & Hossain, K. I. H. (2024). Nurturing learner autonomy to enhance motivation and academic achievement for the L2 learners in ESL contexts. IUBAT Review, 7(2), 176–196. https://doi.org/10.3329/iubatr.v7i2.78809
Akintayo, N. O. T., Atobatele, N. F. A., & Mouboua, N. P. D. (2024). The Dynamics of Language Shifts in Migrant Communities: Implications for Social Integration and Cultural Preservation. International Journal of Applied Research in Social Sciences, 6(5), 844–860. https://doi.org/10.51594/ijarss.v6i5.1106
Aoyama, T., & Takahashi, T. (2020). International students’ willingness to communicate in English as a second language: The effects of L2 self-confidence, acculturation, and motivational types. Journal of International Students, 10(3), 703–723. https://doi.org/10.32674/jis.v10i3.730
Ayub, S. (2020). Sociocultural factors involved in the oral competency of the ESL students at graduate level. Journal of Communication and Cultural Trends, 2(1), 61–82. https://journals.umt.edu.pk/index.php/jcct/article/view/936
Bai, B., & Wang, J. (2020). The role of growth mindset, self-efficacy, and intrinsic value in self-regulated learning and English language learning achievements. Language Teaching Research, 27(1), 207–228. https://doi.org/10.1177/1362168820933190
Boers, M. (2018). Graphics and statistics for cardiology: Designing effective tables for presentation and publication. Heart, 104, 192–200. https://doi.org/10.1136/heartjnl-2017-311581
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Brodie, V. K. (2018). VUCA leadership competencies. Victoria K. Brodie. Retrieved from https://victoriakbrodie.com/2018/03/19/vuca-leadership-competencies/
Cahapay, M. B. (2023). Introduction to special issue on critical and emergent issues in education: 21st-century skills. Journal of Pedagogical Sociology and Psychology. https://doi.org/10.33902/jpsp.20231000
Calingasan, K. A., & Plata, S. M. (2022). Effects of effort praise on struggling Filipino ESL readers’ motivation and mindset. Indonesian Journal of Applied Linguistics, 11(3), 601–611. https://doi.org/10.17509/ijal.v11i3.32898
CASP. (2013). Critical Appraisal Skills Programme (CASP) qualitative research checklist. Retrieved from https://tinyurl.com/4nup2r5a
Chen, K., Chang, S., & Kimber, L. (2024). Motivational change in EFL students before and after entering college: A complex dynamic systems perspective. Journal of Modern Educational Research, 3(13), 1–14. https://doi.org/10.53964/jmer.2024013
Dedel, J., Harani, G., Plaza, F., & Syting, C. (2023). Acculturation strategies of Indigenous students in learning English: A qualitative inquiry. Journal Corner of Education, Linguistics and Literature, 3(2), 187–204. https://doi.org/10.54012/jcell.v3i2.230
Deji-Afuye, O. O., & Deji-Afuye, O. A. (2025). Sociocultural interface between ESL teachers’ beliefs and technology-enhanced classroom practices in Ekiti State, Nigeria. International Journal of Language Teaching and Education, 9(1), 69–84. https://doi.org/10.22437/ijolte.v9i1.44438
Devarajoo, H., & Yamat, H. (2021). Exploring the effectiveness of Audacity Readers’ Theatre in increasing reading motivation and fluency among lower primary ESL learners. International Journal of English Language Studies, 3(2), 120–130. https://doi.org/10.32996/ijels.2021.3.2.13
Diez, K. P. (2024). Curriculum delivery of English language macro-skills vis-à-vis strategic approach of Bukidnon Jesuit mission school teachers. Journal of Interdisciplinary Perspectives, 2(4), 68–79. https://doi.org/10.5281/zenodo.10816429
Ding, Y. (2021). Understanding the process of second language acquisition. Review of Educational Theory, 4(4), 29. https://doi.org/10.30564/ret.v4i4.3510
Doley, S. K. (2023). Stimulus appraisal-based L2 attitude and motivation among Indian ESL learners. International Journal of Instruction, 16(2), 603–622. https://doi.org/10.29333/iji.2023.16232a
Fred, E., & Qvant, P. (2020). Motivation in ESL studies: Context as a motivational device. DIVA. Retrieved from https://tinyurl.com/hs9f8fen
Gao, Y. (2021). Toward the role of language teacher confirmation and stroke in EFL/ESL students' motivation and academic engagement: A theoretical review. Frontiers in Psychology, 12, 723432. https://doi.org/10.3389/fpsyg.2021.723432
Glassick, C. E., Huber, M. T., & Maeroff, G. I. (1997). Scholarship assessed: Evaluation of the professoriate. John Wiley & Sons.
Halimi, F., Daniel, C., & AlShammari, I. (2020). Motivation and sociocultural milieu of second language learners: Considerations involved in English teaching. English Language Teaching, 13(5), 149–163. https://doi.org/10.5539/elt.v13n5p149
Han, J., Pei, J., & Tong, H. (2023). Data mining: Concepts and techniques (4th ed.). Katey Bircher. https://shorturl.at/lvdcY
Hassan, H., Hariri, N., & Khan, K. (2019). Enhancing intrinsic motivation to learn in adults: Empowering ESL students. International Journal of English Linguistics, 10(1), 81–90. https://doi.org/10.5539/ijel.v10n1p81
Helandri, J., & Supriadi. (2024). Examining the role of sociocultural factors in English language learning strategies. INACELT Journal, 1(1), 32–44. https://shorturl.at/nlRjy
Hsing, N. C. D., & Adnan, N. H. (2022). English teacher’s perception on parental involvement towards motivation of ESL learners. Creative Education, 13(11), 3739–3758. https://doi.org/10.4236/ce.2022.1311237
Hussain, M., Salam, A., & Farid, A. (2020). Students' motivation in English language learning (ELL): An exploratory study of motivational factors for EFL and ESL adult learners. International Journal of Applied Linguistics and English Literature, 9(4), 15–38. https://doi.org/10.7575/aiac.ijalel.v.9n.4p.15
Keumala, M., Samad, N. M., Samad, I. A., & Rachmawaty, N. (2019). The influence of sociocultural and educational background on EFL learners' motivation. Indonesian TESOL Journal, 1(1), 67–77. https://doi.org/10.24256/itj.v1i1.556
Khasanah, Y. U., Widiati, U., Tresnadewi, S., & Wulyani, A. N. (2024). English language attrition levels and language maintenance efforts among Indonesian non-English department students. Register Journal, 17(1), 73–99. https://doi.org/10.18326/register.v17i1.73-99
Lachal, J., Revah-Levy, A., Orri, M., & Moro, M. R. (2017). Metasynthesis: An original method to synthesize qualitative literature in psychiatry. Frontiers in Psychiatry, 8, Article 269. https://doi.org/10.3389/fpsyt.2017.00269
Li, X. (2025). The role and mechanisms of the input hypothesis, output hypothesis, and sociocultural theory in enhancing ESL learners’ language proficiency. Communications in Humanities Research, 67(1), 115–120. https://doi.org/10.54254/2753-7064/2025.bo23808
Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P. A., ... Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: Explanation and elaboration. PLoS Medicine, 6(7), e1000100. https://doi.org/10.1371/journal.pmed.1000100
Lindner, K., & Schwab, S. (2020). Differentiation and individualization in inclusive education: A systematic review and narrative synthesis. International Journal of Inclusive Education, 1–21. https://doi.org/10.1080/13603116.2020.1813450
Mahesar, M. (2023). Investigating the effects of ESL teachers’ feedback on ESL undergraduate students’ level of motivation, academic performance, and satisfaction: Mediating role of students’ motivation. Pakistan Journal of Educational Research, 6(2). https://doi.org/10.52337/pjer.v6i2.807
Malik, S. F., & Pervaiz, A. (2023). Investigating the effects of ESL learners’ motivation and anxiety on task-based language teaching in Pakistan. Linguistics and Literature Review, 9(1), 65–87. https://doi.org/10.32350/llr.91/04
Malik, S., Qin, H., & Oteir, I. (2021). Perceived psychological, linguistic and sociocultural obstacles: An investigation of English communication apprehension in EFL learners. International Journal of Instruction, 14(4), 733–752. https://doi.org/10.29333/iji.2021.14442a
Mayo-Wilson, E., Li, T., Fusco, N., & Dickersin, K. (2018). Practical guidance for using multiple data sources in systematic reviews and meta-analyses. Research Synthesis Methods, 9, 2–12. https://doi.org/10.1002/jrsm.1277
Meng, Y. (2021). Fostering EFL/ESL students’ state motivation: The role of teacher-student rapport. Frontiers in Psychology, 12, Article 754797. https://doi.org/10.3389/fpsyg.2021.754797
Mosquera, K., & Hoguin, J. (2020). Teaching the English language in Ecuador: A review from the inclusive educational approach. Journal of Arts & Humanities, 9(2), 75–90. https://doi.org/10.18533/journal.v9i2.1854
Ojong, A. S., & Addo, E. H. (2024). Innovative pedagogical strategies: Fostering inclusion and motivation in the ESL classroom. International Journal of English Language Studies, 6(2), 177–187. https://doi.org/10.32996/ijels.2024.6.2.26
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Pauzan, P. (2024). Theory in second language acquisition (Recognition of concepts toward Krashen’s second language acquisition theory for five main hypotheses). Journal on Education, 6(4), 20876–20888. https://doi.org/10.31004/joe.v6i4.6210
Pineda, F. G., Jr., & Cerna, I. A. D. (2023). Situational factors: Bases for improving the attitude and motivation of ESL learners’ speaking skills in the College of Arts and Letters. European Journal of English Language Teaching, 8(1). https://doi.org/10.46827/ejel.v8i1.4726
Ramzan, M., Oteir, I., Khan, M. A., Al-Otaibi, A., & Malik, S. (2023). English learning motivation of ESL learners from ethnic, gender, and cultural perspectives in sustainable development goals. International Journal of English Language and Literature Studies, 12(3), 195–212. https://doi.org/10.55493/5019.v12i3.4840
Rasid, N., Nohuddin, P., Alias, H., Hamzah, I., & Nordin, I. (2017). Using data mining strategy in qualitative research. In Lecture Notes in Computer Science (pp. 2–13). https://doi.org/10.1007/978-3-319-70010-6_10
Ribes, Y., & Llanes, A. (2015). First language attrition: The effects of acculturation to the host culture. Procedia – Social and Behavioral Sciences, 173, 181–185. https://doi.org/10.1016/j.sbspro.2015.02.050
Rosa, R. A. L. D., Santos, C. K., & Yaya, K. (2024). Empowering ESL learning: Motivation in acquiring English as a second language. IC-ITECHS, 5(1), 470–481. https://doi.org/10.32664/ic-itechs.v5i1.1551
Shahidan, S. N., Ali, Z., & Tilwani, S. A. (2022). Fostering motivation in ESL collaborative online writing through Google Docs. World Journal of English Language, 12(7), 166. https://doi.org/10.5430/wjel.v12n7p166
Shurovi, M., Yahaya, M. F., Hajimia, H., & Hasan, M. K. (2025). A systematic literature review of ESL/EFL learning strategies and learner motivation. International Journal of Learning, Teaching and Educational Research, 24(1), 252–277. https://ijlter.org/index.php/ijlter/article/view/12210
Siebold, C. (2024). English language education and acculturation research: Problematic historical parallels and the path ahead. TESOL Journal, 15(1), e743. https://doi.org/10.1002/tesj.743
Stovold, E., Beecher, D., Foxlee, R., & Noel-Storr, A. (2014). Study flow diagrams in Cochrane systematic review updates: An adapted PRISMA flow diagram. Systematic Reviews, 3, 54. https://doi.org/10.1186/2046-4053-3-54
Subramaniam, S., Shaharudin, R. H., Abdul Hamid, N. B., & Abdul Wahab, N. H. (2021). Motivation and willingness to communicate in English amongst ESL engineering pre-university students in Malaysia. Environment-Behaviour Proceedings Journal, 6(SI4), 87–93. https://doi.org/10.21834/ebpj.v6iSI4.2906
Tufail, S., Rubab, I., & Hussain, M. S. (2021). An investigation of ESL students’ perceptions on the use of social networking applications to increase motivation and vocabulary development. Pakistan Social Sciences Review, 5(4), 665–674. https://doi.org/10.35484/pssr.2021(5-IV)50
Wang, P., & Zhou, G. (2021). A study of Chinese international student dropout: Acculturation experiences and challenges in a pre-university English language improvement program. McGill Journal of Education, 56(1), 52–70. https://doi.org/10.7202/1087048ar
Yang, S., Noughabi, M. A., & Jahedizadeh, S. (2022). Modeling the contribution of English language learners' academic buoyancy and self-efficacy to L2 grit: Evidence from Iran and China. Journal of Multilingual and Multicultural Development, 1–17. https://doi.org/10.1080/01434632.2022.2062368
Yunus, W. (2020). A case study on the role of sociocultural factors in ESL pre-service teachers’ beliefs and practice. JEELS (Journal of English Education and Linguistics Studies, 7(2), 321–345. https://doi.org/10.30762/jeels.v7i2.2182
Zareian, G., & Jodaei, H. (2015). Motivation in second language acquisition: A state-of-the-art article. International Journal of Social Science and Education, 5(2), 295–308.
Zhao, C. (2021). The role of motivation in second language acquisition: A view from Maslow’s hierarchy of needs of second language acquisition for Chinese ESL learners. Frontiers in Educational Research, 4(14). https://doi.org/10.25236/fer.2021.041415
Zein, S., Sukyadi, D., Hamied, F. A., & Lengkanawati, N. S. (2020). English language education in Indonesia: A review of research (2011–2019). Language Teaching, 53(4), 491–523. https://doi.org/10.1017/S0261444820000208
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Journal of Interdisciplinary Perspectives
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
