CULTURAL ADJUSTMENT IN EFL CLASSROOMS: A NARRATIVE THEMATIC LITERATURE REVIEW

Abstract

Cultural diversity in English as a Foreign Language (EFL) classrooms has intensified the need to understand how students adjust to cultural differences during the learning processv Cultural diversity in English as a Foreign Language (EFL) classrooms requires an understanding of how learners adjust to cultural differences during the learning process. Misunderstandings arising from mismatches between learners’ cultural backgrounds and classroom practices can reduce participation and hinder meaningful comprehension. This article synthesizes previous studies on cultural adjustment in EFL classrooms using a narrative thematic literature review approach. The analyzed studies focus on culture in language learning, intercultural communication, and cross-cultural adaptation, examining theoretical foundations, research contexts, and key findings. The synthesis identifies four main themes: (1) culture as an integral component of language learning, (2) stages of cultural adjustment experienced by EFL learners, (3) challenges and benefits of cultural adjustment in classroom interaction, and (4) learners’ perceptions of cultural adjustment practices. Findings indicate that cultural adjustment is a dynamic and cyclical process influencing learners’ comprehension, participation, and confidence. This study emphasizes the importance of culturally responsive teaching and highlights a research gap in synthesizing learners’ cultural adjustment experiences in local EFL contexts.