Cultural Diversity and Classification of EFL Blended Learning Module in Higher Education

Abstract

The integration of culture and language has played an enormous role in the context of EFL teaching and learning materials in the higher education context. Therefore, evaluating whether the EFL learning materials have been designed to include culture-related content becomes crucial. This research qualitatively analyzed the presentation of an EFL blended learning module’s source culture, target culture, and international culture. The result shows that source culture material is 67%, target culture 9%, and international culture 24%. The findings indicated that the EFL blended learning module is mainly dominated by source culture as the most frequently portrayed, while target cultures were the least frequently portrayed. The present study reveals a vivid imbalance in the exposure of cultural elements in the EFL blended learning module. This result should be well-considered by stakeholders regarding the purpose of the use of the blended learning materials.