TEACHING ENGLISH TO LOW-CONTEXT AND HIGH-CONTEXT STUDENTS AT THE UNIVERSITY: DIFFERENCES AND SOLUTIONS

Effective English language instruction in higher education increasingly demands sensitivity to students’ cultural communication styles. One critical distinction in cross-cultural communication is between low-context and high-context cultures. This study examines how these cultural orientations impact English language learning among university students and identifies teaching strategies that address related challenges. Using a mixed-methods approach, the study analyzed the performance and preferences of 80 university students from different cultural contexts. Results revealed significant variations in classroom participation, comprehension strategies, and language skill development. The study recommends differentiated instruction, cultural awareness training, and blended learning to bridge these cultural gaps. These findings underscore the necessity of culturally responsive pedagogy in English language education.