Examining Sociocultural and Motivational Dynamics in Southeast Asian ESL Classrooms: A Meta-Synthesis of Empirical Evidence

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.