Glocalisation in Language Education: A Comparative Study of English and Arabic Students’ Views on Course Materials

Abstract

As globalisation increasingly impacts languages, scholars have advocated for universal, standardised approaches. However, language practitioners adapt these frameworks to their local contexts, often diverging from global prescriptions. This study investigates the effectiveness of a glocalised language lesson by analysing responses from preparatory school students at a state university in Türkiye. The study examines students’ attitudes towards glocalised lesson design, involving a total of 212 language learners (108 English and 104 Arabic preparatory students). It also compares the reaction of English and Arabic students to the glocalised lesson material. Learner impressions were gathered through a questionnaire and semi-structured interviews. The findings show that glocalised lesson materials enhance learner engagement, with learners valuing culturally relevant content and benefiting from diverse, culturally-rich lessons. The results suggest that English learners (ELs) thrive in student-centred, intercultural environments, indicating readiness for more autonomous and collaborative learning frameworks. Instructors should consider differentiating materials and pacing, incorporating more peer scaffolding, and gradually expanding exposure to intercultural content for Arabic learners (ALs) to support both linguistic development and intercultural competence. This study highlights the importance of shifting our perspectives to consider language learners’ global and local needs in flexible, adaptable educational contexts, potentially providing valuable insights into understanding learner needs and developing more effective teaching methods.