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LOCAL IDENTITY, GLOBAL VOICE: IMPROVING SPEAKING SKILLS OF ESL LEARNERS THROUGH THE CULTURALLY RESPONSIVE-AUDIO DESCRIPTION (CRAD) MODEL
Abstract
Abstract
This mixed-methods study investigated the efficacy of the Culturally Responsive Teaching- AudioDescription (CRAD) model in improving the speaking skills of undergraduate ESL learners.Grounded in the Affective Filter Hypothesis (Krashen, 1985) and Culturally Responsive Teaching(CRT), the research hypothesized that leveraging local Pakistani heritage content would reducespeaking anxiety and provide a linguistic scaffold for complex oral production. The quantitative(experimental) phase (N=60) used a pre-test/post-test design, measuring fluency, linguistic complexity(T-unit analysis), and coherence. Results demonstrated statistically significant improvements for theCRAD group (p < .05) across all metrics, particularly in descriptive vocabulary and complex syntax.The subsequent qualitative phase analyzed student reflections (N=20), yielding themes of ReducedSpeaking Inhibition (lowered anxiety), Targeted Linguistic Precision (necessitated use of complexstructures), and Motivation and Refinement. The findings affirm that CRAD effectively bridges affectivesafety and linguistic complexity. The study concludes that leveraging students' local identitytransforms the ESL speaking task into an empowering communicative act, offering a data - backedpedagogical model for advanced oral skill enhancement.
This mixed-methods study investigated the efficacy of the Culturally Responsive Teaching- AudioDescription (CRAD) model in improving the speaking skills of undergraduate ESL learners.Grounded in the Affective Filter Hypothesis (Krashen, 1985) and Culturally Responsive Teaching(CRT), the research hypothesized that leveraging local Pakistani heritage content would reducespeaking anxiety and provide a linguistic scaffold for complex oral production. The quantitative(experimental) phase (N=60) used a pre-test/post-test design, measuring fluency, linguistic complexity(T-unit analysis), and coherence. Results demonstrated statistically significant improvements for theCRAD group (p < .05) across all metrics, particularly in descriptive vocabulary and complex syntax.The subsequent qualitative phase analyzed student reflections (N=20), yielding themes of ReducedSpeaking Inhibition (lowered anxiety), Targeted Linguistic Precision (necessitated use of complexstructures), and Motivation and Refinement. The findings affirm that CRAD effectively bridges affectivesafety and linguistic complexity. The study concludes that leveraging students' local identitytransforms the ESL speaking task into an empowering communicative act, offering a data - backedpedagogical model for advanced oral skill enhancement.