An Evidence-Based Systematic Review on The Role of Culturally Responsive Teaching in Improving EFL Students’ Writing Skills

Abstract

Writing is one of the most demanding skills for English as a Foreign Language (EFL) learners, especially in culturally diverse classrooms where standardized instruction often overlooks students’ cultural contexts. Culturally Responsive Teaching (CRT) offers a promising pedagogical approach that bridges cultural identity with academic writing instruction. This systematic review synthesizes findings from 18 empirical studies published between 2014 and 2024, using qualitative, quantitative, and mixed-method designs. Drawing on Vygotsky’s Sociocultural Theory and the Funds of Knowledge framework, the review explores how CRT enhances EFL writing performance through strategies such as personalized prompts, integration of cultural narratives, and community-based writing tasks. Results indicate that these practices significantly improve students' writing coherence, lexical richness, and rhetorical awareness, while also increasing motivation, engagement, and self-efficacy—especially among marginalized and multilingual learners. The review also identifies key moderating factors influencing CRT implementation, including teacher training, curriculum flexibility, and culturally sensitive assessment policies. Findings highlight the need for deeper CRT integration into EFL writing curricula, particularly in non-Western and postcolonial education systems, to foster academic equity and culturally sustaining pedagogy.