Enhancing Academic Writing Skills through Culturally Responsive Pedagogy: A Study in EAP Courses for International Students

This study investigates the impact of culturally responsive pedagogy (CRP) on international students’ academic writing development in Vietnamese English for Academic Purposes courses. Using an explanatory sequential mixed-methods design, the research examined 63 students’ TOEFL iBT Writing scores before and after CRP implementation, followed by interviews with 18 students and 7 instructors. Statistical analysis revealed significant writing improvement with a large effect size (d = 0.89), particularly in organization, coherence, and culturally relevant evidence use. Qualitative findings highlighted three primary mechanisms: cultural contextualization of academic conventions, validation of students’ cultural knowledge as legitimate resources, and creation of collaborative environments leveraging diversity. Students reported enhanced self-efficacy, greater cultural validation, and improved metacognitive awareness, with variation across cultural groups. The findings challenge deficit perspectives by demonstrating that addressing cultural dimensions of academic writing enhances rather than compromises instructional effectiveness. Despite contextual limitations, this research provides empirical support for CRP’s efficacy in EAP contexts, offering a framework for more inclusive yet rigorous writing pedagogy in increasingly diverse academic environments.