Communicative competence development through indigenous folklore in primary EFL classrooms: evidence from Kazakhstan

A recent study in Kazakhstan investigated the impact of integrating indigenous folklore into English as a Foreign Language (EFL) instruction for primary school students. The research aimed to determine if this culturally responsive approach could enhance communicative competence, encompassing linguistic, speech, and sociocultural aspects, among fourth-grade learners. The findings provide quantitative evidence regarding the effectiveness of such an intervention within a specific educational context.

Why it matters

This research provides insights into effective pedagogical approaches for language acquisition, particularly in culturally diverse or specific regional contexts. Understanding how indigenous cultural elements can enhance learning outcomes has implications for curriculum development and teacher training, potentially improving engagement and efficacy in foreign language education programs.

Key insights

• Culturally responsive language education connects EFL instruction with learners' cultural identities and local knowledge.
• Research on integrating indigenous folklore into primary EFL education, especially quantitative classroom-based studies, is limited, particularly in Central Asia.
• The study examined changes in linguistic, speech, and sociocultural competence in fourth-grade students.
• A quasi-experimental one-group pre-test-post-test design was used with 100 fourth-grade students aged 9-10 years.
• The intervention involved 12 weeks of instruction, with two 45-minute lessons per week, delivered by the regular classroom teacher.
• The intervention specifically integrated Kazakh indigenous folklore into primary EFL instruction.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1891268