Cultural Challenges and Pedagogical Adaptation: A Mixed-Methods Study of ESL Learning in Khyber Pakhtunkhwa

This study examines how cultural factors influence the learning of English as a Second Language (ESL) in Khyber Pakhtunkhwa (KPK), Pakistan. Using a mixed-methods approach, data were collected from over 100 students and 20 teachers through structured questionnaires featuring both closed- and open-ended questions. Drawing on Sociocultural Theory, Acculturation Theory, and Ecological Systems Theory, the study explores how family dynamics, peer attitudes, community norms, and educational environments shape ESL learning outcomes. The findings reveal a complex interaction between cultural identity and language acquisition: while many families and teachers support ESL education, cultural expectations, limited rural infrastructure, and social stigma create barriers that hinder progress. Additionally, both students and teachers adapt to cultural differences in the learning process, with teachers incorporating culturally relevant materials and students often modifying their behaviors to align with English language norms. The study concludes that ESL learning in KPK cannot be fully understood without accounting for its cultural context and emphasizes the need for culturally responsive teaching strategies that support learners’ linguistic and cultural identities.