CULTURALLY RESPONSIVE LITERATURE PEDAGOGY AND STUDENT ENGAGEMENT IN ENGLISH CLASSROOMS: THE MODERATING ROLE OF LANGUAGE PROFICIENCY AMONG SECONDARY SCHOOL STUDENTS IN PAKISTAN

Abstract

Student engagement in English literature classrooms is critical for academic achievement, particularly in multilingual contexts such as Pakistan, where disparities in language proficiency can hinder learning. This study examined the impact of culturally responsive literature pedagogy on student engagement and investigated the moderating role of language proficiency among secondary school students. A quantitative cross-sectional survey was conducted with [insert sample size] students from diverse secondary schools. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Results revealed that culturally responsive pedagogy significantly enhanced student engagement, while language proficiency not only influenced engagement directly but also moderated the relationship between pedagogy and engagement. Findings highlight the importance of integrating culturally relevant instructional strategies with language support to maximize engagement in English classrooms. Implications for teaching practice, curriculum development, and educational policy are discussed.