Developing a Culturally Responsive Problem-Based Reading Instruction Model for Diverse EFL Learners in Higher Education

Abstract

This study seeks to create and validate a Culturally Responsive Problem-Based Reading Instruction Model (CR-PBRIM) to enhance academic reading skills in higher education. The model was created utilizing a Research and Development (R&D) methodology informed by the ADDIE framework, which encompasses needs analysis, design, development, expert validation, and restricted field-testing phases. The requirements analysis indicated that students faced challenges in vocabulary acquisition, inferential understanding, and critical analysis of discipline-specific texts, along with a restricted capacity to relate reading materials to cultural settings. Informed by these findings, CR-PBRIM was developed by amalgamating Problem-Based Learning, Culturally Responsive Teaching, and disciplinary literacy into a cohesive educational framework. The model was subsequently validated by two professionals with Professor and PhD credentials and changed according to their suggestions. Restricted field testing demonstrated that the methodology is exceptionally practical and effective in improving student engagement, comprehension, and cultural interpretation in reading activities. The results demonstrate that CR-PBRIM is legitimate, practical, and practicable for application in academic reading instruction. Consequently, it is proposed as an alternate pedagogical strategy to enhance students' reading proficiency in higher education settings.