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LLMs as Effective Localised Materials for English Language Learners: A

Comprehensive Framework

Article in Journal of Language Teaching and Research · May 2025

DOI: 10.17507/jltr.1603.28

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ISSN 1798-4769
Journal of Language Teaching and Research, Vol. 16, No. 3, pp. 975-985, May 2025
DOI: https://doi.org/10.17507/jltr.1603.28

LLMs as Effective Localised Materials for

English Language Learners: A Comprehensive
Framework
Shafiqa Anwar Fakir
Department of Education, A'sharqiyah University, Ibra, Sultanate of Oman

Muhammad Ajmal
Department of English Language and Literature, The Shaikh Ayaz University Shikarpur, Pakistan

Rubina Masum
Karachi School of Business and Leadership, Karachi, Pakistan

Badri Abdulhakim Mudhsh

Preparatory Studies Centre, University of Technology and Applied Sciences, Salalah, Sultanate of Oman

Sohaib Alam
Department of English, College of Sciences and Humanities, Prince Sattam Bin Abdulaziz University, Alkharj,
Kingdom of Saudi Arabia

Sameena Banu
Department of English, College of Sciences and Humanities, Prince Sattam Bin Abdulaziz University, Alkharj,
Kingdom of Saudi Arabia

Abstract—English Language Learners (ELL) Curricula grapple with numerous challenges in Pakistan due to
its unique cultural, linguistic, and socioeconomic implications. This research guides designing culturally relevant
and linguistically standardised localised ELL Curricula in Pakistan. The proposed framework is derived from
the findings of three types of data: (1) semi-structured interviews of 10 language teachers, both males and
females, who shared their experience about learners' performance, (2) an Independent Sample t-test to compare
the means of the private and public schoolteachers’ score (N=25) on the utility of ELL Curricula, and 3) a paired
sample of pre and post t-test scores to assess students' performance-based. The findings of the semi-structured
interviews were transcribed and the selective coding stage revealed four key themes essential for developing
ELL Curricula: level of language proficiency, context relatability, student engagement, and student preferences.
An independent sample t-test revealed the difference between private and public schoolteachers’ views on the
usage of ELL Curricula: t (23) =-4.496 p < .001 and the paired sample t-test indicated a significant difference
between pretest and posttest scores t (49) = -9.007, p < .001. This research suggests that localised content
enhances learners' engagement and improves their language proficiency.

Index Terms—authentic learning materials, developing framework for ELL, need-analysis, globalised pedagogy

I. INTRODUCTION
Globalization has increased the need for multicultural competence to bridge the gap and ensure effective
communication (Matthews & Thakkar, 2012). The influence of culture is a significant factor in moulding the outcomes
of cross-cultural communication. “Glocalization removes the fear that globalization resembles a tidal wave erasing all
differences” because “diversity is the essence of social life” (Khondker, 2005, p. 187). Culture is a multifaceted concept
encompassing shared beliefs, customs, behaviours, values, norms, language, and artefacts that characterize a particular
group of people (Dema & Moeller, 2012; Alam & Hameed, 2023).
The current shift in the status of English as lingua franca has contested the native -speakers’ culture in the context of
ELT (Djenar et al., 2015; Alam, 2023; Al-Maashani et al., 2023). Canagarajah (2013) asserts that encouraging cultural
and linguistic elements in students’ writing activities promotes an inclusive approach to challenge traditional notions of
homogenized and standardised language use in writing. Siddiqui (2008) regards language as a significant cultural
expression and identity marker. Ampa et al. (2013) argue that culturally inspired learning materials can enhance the
effectiveness of learners' experiences. Many scholars substantiate the significance of culture in ELT and learning

Corresponding Author. Email: [email protected]

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situations, emphasizing the significant role of LLMs (Large Language Models) in meeting the specific needs of the
learners (Richards, 2003; Chastain, 1988; Stern, 1983; Usama et al., 2024a, 2024b). Higa (2017) argues that glocalization
reflects “local knowledge, aspects and cultures to the globalised world” and provides a solution to the critical viewpoint.
According to Tomlinson (2003), teachers play an integral role in preparing LMs for language development by
conceptualizing learners' needs. Matsuda (2012) acknowledges that conventionally, EL is portrayed as a static and
uniform entity, while the recent multifaceted portrayal of English complicates educators' approach to ELT. When
developing LLMs, it is crucial to understand the changing trends and learners' future applications of EL (Alam et al.,
2020).
In view of the current tendency for the diversity of learners' cultures, the fundamental assumption of engaging non-
native language learners with the monolithic culture of English is contested. Norton (2013) also argues that learners'
worldly orientation is negotiated within their learning framework through interaction, reflection, and adaptation as they
encounter new information (Alam et al., 2024). Kachru's (1985) "Three Concentric Circles of World Englishes is a widely
recognized model that demonstrates the potential spread of English across the globe” (p. 12). The concentric model
comprises the Inner Circle, Outer Circle and Expanding Circle. The Inner Circle consists of countries like Britain, Canada,
and Australia, whereby most native speakers use English as their First language (L1). Pakistan is placed, among other
countries, in the Outer Circle, which represents the non-native variety of English. Interestingly, the gradual process of
adaptation resulted in a distinct variety of English known as ‘Pakistani English’ (PE) that has evolved under the impact
of globalization and digital technology (Rahman, 2014).
Although a small percentage of people are familiar with English and its culture, English proficiency is crucial for
educational, professional, and socioeconomic advancement in Pakistan. Coleman and Capstick (2012) demonstrate that
"English became the language of power and prestige during the British colonial rule in the subcontinent of India” (p. 17).
Rahman (1996) also argues that Pakistanis view “English as an identity-marker, a badge of distinction … even more
significantly, the less affluent also support English” (p. 273). According to Matsuda (2021), learners of English as an
International Language (EIL) believe mastering English is crucial for their prospects. Mansoor (2002) also contends that
the English language is considered a means of achieving an upward social trend. Temple et al. (2002) confirm that cultural
context "broadens the pool of ideas from which L2 learners expand their problem-solving and decision-making skills" (p.
160). However, the trajectory of ELT in Pakistan is characterized by a mixture of approaches towards incorporating
elements of the target language or local culture alongside language instruction. On the one hand, Rafieyan (2014)
demonstrates that acquiring English is instrumental in adopting the target language's culture. Similarly, Amir and Saeed
(2019) revealed that 60 English Language teachers at higher secondary schools preferred including target language
cultural content in LMs. On the other hand, extensive research indicates an increasing demand for effective ELT materials
harmonized with Pakistani learners' local linguistic, cultural, and pedagogical needs. Researchers argue that adopting
local elements can reduce cultural bias in ELT textbooks (García, 2005). Given the contrasting preference for retaining
the target language or incorporating local elements of culture, ELT faces significant challenges in Pakistan and several
other countries in the Outer Circle (Kachru, 1986). One significant challenge is the gap between the language learned in
the classroom and the language used outside of it (Alam et al., 2024a, 2024b). Coleman and Capstick (2012) concede that
"the home-school language gap may also mean that even if children are in school, they are not learning much that is of
value" (p. 16). The educational policies in Pakistan also insist on harmonizing the curriculum with national values and
regional and local culture, as the instructional materials used in ELT are borrowed from English-speaking countries.
Bengali (1999) argues that policies are merely “philosophical pronouncements about the general importance of education"
as framework developers do not implement the stated policies in the planning process, which leads to a critical gap
between educational content in ELT materials and cultural aspirations (p. 13). Bajwa (2021) also validates the same
practice that the English Language Learning Materials Development Policy "provides only rudimentary guidelines
regarding the selection, regulation, and capacity building of the writers and the publishers of the materials" (p. 152).

II. LITERATURE REVIEW

Global and local represent two sides of the same coin, and the nature of contemporary spatio-temporal processes may
be better understood by recognizing and analyzing socioeconomic aspects of glocalization. Roudomet (2016) considers
glocalization as a part of the broader process of globalization. Glocalization refers to incorporating local culture, value
systems, practices, norms, and ideologies shared among a community's members. Glocalization focuses on using LLMs,
among other factors, to facilitate the practice of ELT around the globe. LLMs refer to teaching resources and materials
specifically designed to meet learners' linguistic, cultural, and pedagogical needs in a particular context and setting.
The concept of localization of educational content entails ensuring that the educational content reflects the learners'
cultural, social, and historical backgrounds (Tomlinson, 2012). According to McKay (2012), introducing culturally related
learning materials helps the learners understand the content by making it familiar. This strategy supports Vygotsky's
sociocultural theory, which points out culture's role in regulating cognition development. Cortazzi and Jin (1996) and
Ahmad and Alam (2024) have reported that learners' motivation and achievement grow when their own culture is
represented in learning materials. As for the materials, localised content should also satisfactorily meet the language
requirements of learners. This entails being understandable through the indexation of everyday language structures and
words to facilitate scaffolding, hence the endorsement of high readability (Krashen, 1985; Alam, 2024). Based on the

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work of Nation and Macalister (2010), the authors asserted that vocabulary learning is most efficient when the new
vocabulary is embedded meaningfully and culturally contextualized. So, when developing localised learning materials,
content writers should include the learners' L1 elements to narrow the gap between L1 and English.
One of the critical starting points in the design of localised materials is needs analysis. According to Brown (1995),
needs analysis refers to the identification of the particular requirements that the learner is likely to have in a specific
context; it encompasses language needs assessment comprising of the learner's linguistic skills, cultural characteristics,
learning style, and learning objectives (Alam & Usama, 2023). Richard (2001) also points out that it is advisable to engage
teachers, learners and society to establish the extent of the success of the materials. CBI focuses on meaning acquisition
while teaching language; thus, it is used to teach localised materials (Brinton et al., 2003). CBI can enable the learner to
develop language competence with topic content relevant to the learners' community, thus encouraging language and
content learning. This dual focus is compatible with Mohan's (1986) knowledge framework, where the language and
content are incorporated into the teaching of the language.
Task-Based Language Teaching (TBLT) is another pedagogy that can help develop localised material. TBLT
emphasizes communicative activities, which are functions based on meaningful communication (Ellis, 2003; Alam et al.,
2024c). In order to make the materials developed by educators engaging, it is recommended to incorporate parts of tasks
which refer to such contexts and incidents. Skehan (1998) also underlined the significance of task authenticity in the sense
that it inevitably enhances the use of context for language. The Proposals skills are most evident in balancing the Global
and Local Content. The challenge of achieving the correct ratio between materials relevant to the entire world and those
unique to the target culture is closely related to the issue of the extent of dissemination. Although localised material has
to serve the learners' context, they have to prepare themselves for international communication. Thus, Kumaravadivelu
(2008), promoting the concept of post-method language pedagogy, states that educators should be able to incorporate
local and global perspectives appropriately.
Developing culturally sensitive resources entails several costs, such as time, skilled personnel, and finances. This is
pointed out by Richards and Renandya (2002) in their idea that most institutions, particularly in developing regions, will
probably not have the resources required to develop superior localised texts. These constraints can be offset by synergy
in which local educators, international specialists and organizations can develop ways of improving teaching and learning
processes. Several examples depicting the use of contextualized materials to improve language learning achievements are
described below. For example, Alptekin (2002) conducted a study in Turkey and found that using localised materials
enhanced learners' reading, cultural, and interpersonal communication skills. Likewise, an English textbook mission affair
in Kenya added local myths and legends to the text to enhance the student's understanding and language proficiency
(Ngugi wa Thiong’o, 1986).
Extensive research demonstrates that LLMs positively affect learners' motivation and language learning journey
(Daghigh & Rahim, 2021; Kachru, 1986; Rassool, 2007; Alam et al., 2022). Teachers utilize “international” materials to
satiate the specific needs of learners. However, due to linguistic and cultural variation, such content outweighs the locally
developed material (Taki, 2008). Furthermore, locally developed materials are overshadowed by the neoliberal ideology
and principles in ELT that disregard the community values that eventually affect the learners’ perceptions (Liu et al.,
2022; Zhang et al., 2022). Kramsch (2015) affirms that language and values are so closely intertwined that material
developers are encouraged to identify and explicitly indicate what particular cultural values the material is designed to
teach while representing Indigenous culture and norms in LLMs.

III. RESEARCH METHODOLOGY

For designing a framework for LLMs for ELT learners in Pakistan, the research utilizes mixed-methods research (MMR)
to obtain a direction toward developing a framework that would be more sensitive to the needs and challenges of ELT
learners in the Pakistani context. According to Creswell (2015), MMR combines multiple methods of research questions
and hypotheses in a principled manner. The Grounded theory method (GTM) introduced by Barney Glaser and Strauss
(1967) is used to interpret qualitative data. The process includes data collection, note-taking, coding, memoing, sorting
and writing up. Consistent with Levine and Norenzayan (1999), qualitative themes are transformed into quantitative data.
Furthermore, the structured observation method is used to observe a limited set of private and public-school teachers'
behaviours. For quantitative data analyses, t-tests were used for hypotheses testing to determine the statistically significant
differences between the means of two groups and test repeated measures. i) An independent sample t-test was
administered to examine the difference between the means of the structured observations of private and public
schoolteachers. ii) A paired sample t-test is used to measure the pretest and posttest scores of EL learners in one public
school to assess the impact of LLMs.
A. Participants
For quantitative data collection, teachers (N=25) from private and public-school teachers were selected through
purposive sampling. The teachers were engaged with ELT for the past 5 years. EL learners (N=50) were selected from
one public school for the reading task.
B. Data Collection

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Qualitative data were collected through semi-structured interviews of 25 ELT private and public schoolteachers. The
interview questions elicited private and public schoolteachers’ experiences based on learners’ proficiency, performance,
and engagement. They also shared their insights on the design and implementation of LLMs to meet the specific needs of
ELT learners. The semi-structured interviews comprised the following questions:
1. What strategies do you employ to ensure learners easily grasp the content used in ELT?
2. To what extent do you ascertain the alignment of learning materials with the local context?
3. How do localised learning materials impact the performance of learners?
4. What steps do you take to ensure that localised materials accommodate learners from diverse socioeconomic
backgrounds?
5. What methods do you use to provide opportunities for learners to engage with content that suits their learning
preferences?
Quantitative data were collected through structured observations of the public schoolteachers and assessments of the
learners’ scores in a reading assignment.
The hypotheses of the quantitative data are as follows:
H₀1: There is no difference between the means of private and public schoolteachers.
H₀2: There is no difference between the pretest and posttest scores of learners in the public school.
Quantitative data analysis includes descriptive statistics and inferential analysis of the private and public schoolteachers’
responses and learners’ assessment scores.

IV. RESULTS
Descriptive Statistics
TABLE 1
ILLUSTRATES THE MEAN SCORES OF PRIVATE AND PUBLIC SCHOOLTEACHERS
LLMs Teachers Private/ Govt. N Mean Std. Devi Std. Error Mean
Private 12 2.58 .900 .260
Public 13 4.08 .760 .211
Table 1: Descriptive Statistics for the private and public schoolteachers

TABLE 2
ILLUSTRATES THE PRE AND POSTTEST SCORES OF THE LEARNERS
Pair 1 Mean N Std. Devi Std. Error Mean
Score 1 27.92 50 5.865 .829
Score 2 31.54 50 5.8639 .826
Table 2: Descriptive Statistics: Paired sample t-test for the learners

Based on the strategic progression of data collection, the result of quantitative and qualitative analyses is as follows:
The data collected through semi-structured interviews with 25 private and public schoolteachers contributed to a
comprehensive understanding of the challenges and considerations involved in designing different materials for ELT
learners in private and public schools in Pakistan. Based on GTM, qualitative data analysis comprised coding and thematic
analysis of the semi-interview transcripts of private and public schoolteachers. The researchers organized, categorized,
and analysed the data to identify key themes, patterns, and trends related to LLMs' design, implementation, and
effectiveness. The selective coding identified key themes: language proficiency (LP), context relatability (CR), student
engagement (SE), and student preferences (SP).
Quantitative data analyses comprised two t-tests: i). the independent sample t-test conducted for private and public
schoolteachers revealed a significant difference between the means of the two groups, t (23) = -.4.496 p < .001. The
negative t value indicates that the mean of private schoolteachers is less than the mean of public schoolteachers. Hence,
there is a significant difference between the means of the two samples, and
ii). A paired sample t-test revealed a significant difference between the two-time points, t (49) = -9.007, p < .001. The
95% confidence interval for the mean difference ranged from -2.812 to -4.42. Although the effect size of the difference
was small, Cohen's d was equal to 2.842. Hence, the intervention LLMs indicated a significant influence on learners’
scores.

V. DISCUSSION
As mentioned earlier, ELT materials used at Pakistani schools are imported from countries with entirely different
socioeconomic backgrounds. On the one hand, the interpretation of the semi-structured interviews of all private
schoolteachers revealed that learners in the private schools preferred the original text of LLMs. In the same vein, the
result of the null hypothesis indicates a significant difference between the means of private and public schoolteachers’
views on using LLMs. Private School teachers consider that the learners are motivated to use the original texts in the
target language as most have educated parents. This view is consistent also with Rafieyan (2014), who contends that the
acquisition of an SL is conducive to acquiring the culture of SL. According to private school teachers’ learners display a
keen interest in lessons that relate to advanced infrastructures that could offer interesting comparisons with advanced

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countries of the world. The findings are consistent with the study of Amir and Saeed (2019), which concluded that 60
English Language teachers at higher secondary schools preferred including target language cultural content in LLMs due
to learners’ preferences. Marlina (2017) also advocates that exposure to multiple varieties of cultural contexts is conducive
from an early age to developing a better command of EL. Brown (2007) considers the acquisition of L2 as also the
acquisition of a second culture" (pp. 189-190). The report published by ASER (2021) identifies that 81 per cent of
Pakistani students are enrolled in public schools, whereas only 19 per cent attend private institutions. Rahman (2010) also
confirms that class distinction persists in English medium schools catering to the elite and middle classes. Most of the
students at the private schools were fluent in EL, which validates Weng-Cheng et al.’s (2011) findings, who consider that
familiarity with the cultures associated with the target language is crucial for enhancing learners' ability to communicate
effectively with native speakers. Hence, introducing LLMs may not be feasible for EL learners in private schools.
On the other hand, public school teachers expressed their concerns about the curriculum that compromises the cultural
context of non-native learners. Public schoolteachers pointed out that the primary focus of ELT materials in Pakistan is
grammar and rich vocabulary. However, pragmatic skills are frequently undermined, hindering learners' ability to practice
their language skills in real-life situations. Public schoolteachers preferred familiar cultural elements, examples, and
contexts in the ELT curriculum as learners may find such materials interesting, relatable and engaging. The findings of
the study for public school students are consistent with Nijkamp and Poot (2015), argues that given the significance of
socioeconomic background, the attribute of social class plays a significant role in the learning process. Learners' interest
and involvement can be achieved by selecting relevant topics and themes.
In view of the ratio of learners attending public schools, it is considered feasible to assess the relevance of LLMs in
one of the public schools. The plight of learners in public schools in Pakistan is like the English learners in the Expanding
Circle. Based on the structured observations of private and public-school teachers’ behaviours, the researchers
administered a paired sample t-test to measure EL learners’ preference for LLMs. Learners' assessment was based on the
pretest and posttest scores of their performance on a reading task (Grand Central Terminal situated in Manhattan)
conducted in a public school. Later, students were assessed to obtain pretest scores. For posttest scores, the text was
adapted according to the railway station and the details of its origin, local artefacts, and location. Learners were assessed
on multiple-choice, vocabulary practice, inference, and reflection questions. As a part of the post-reading activity
(reflection), they were asked to share their impressions of the hustle and bustle at the local railway station.
Although learners in public schools appreciate the array of global opportunities EL unlocks, Pakistan's compromised
educational system standards are a harsh reality, especially when a vast majority attend public schools. Interestingly,
learners were limited in expressing their reflections about their vocabulary and relatability in the pretest responses. After
the intervention of LLMs, they added vivid details of their local railway station. This finding was significant because
teachers did not mention those details during the lesson. Students also took more interest in pre-reading and while-reading
activities. The paired sample t-test indicated a significant difference between pretest and posttest scores t (49) = -9.007,
p < .001. The EL learners' performance improved when they were taught with the help of LLMs. Hence, the null
hypothesis that there is no difference between the pretest and posttest scores of learners in the public school is rejected.
One of the interesting findings was that they added some details through their actual observation of the place. Consistent
with Matsuda (2021), an alternative way of conceptualizing EL can be adopted for learners in public schools. The process
involves identifying the learners who are “in need of training in particular language skills” and “to collect information
about a particular problem learners are experiencing: (Richards, 2002, p. 52). Hence, the study assesses the problems
experienced by learners in the public-school context that identify the viability of using LLMs in public schools.
Theoretical Framework for Designing Localised Materials
The theoretical framework draws its inspiration from every teacher being a material developer. According to Tomlinson
(2001), material development involves "production, evaluation and adaptation of language teaching materials, by teachers
for their own classrooms and by materials writers for sale or distribution" (p. 66). Authenticity in learning materials’
design assists in creating meaningful and realistic language learning activities (Kramsch, 2009; Nunan, 2010). Cheng
(2012) also advocates the involvement of all stakeholders in selecting contextually relevant LLMs.
Proposed Framework
Framework for Advanced Language and Culture Optimization (FALCO) with effective educational strategies is
proposed to design and develop LLMs for English language learners in Pakistan. Sharifian (2009) argues that speakers
from different societies are not uniform entities that can be programmed with a single language framework. Instead,
language expresses diversity in cultural perspectives. Similarly, native speakers' LMs must be used sparsely (Alptekin,
2002). Based on the study's findings from quantitative and qualitative analyses, the framework for LLM is proposed to
address the linguistic, cultural, and educational needs of Pakistani learners. The researchers combine these approaches to
develop materials that reflect local contexts, values, and practices while ensuring alignment with international ELT
standards.
Components of the Proposed Framework for LLMs
Curriculum development involves identifying the knowledge, skills, and values students acquire in educational settings,
deciding on the experiences necessary to achieve desired learning goals, and strategizing how educational institutions can
organize, assess, and improve. In designing LLMs for ELT learners in Pakistan, the framework consists of the following
components:

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Figure 1. FALCO: Framework for Advanced Language and Culture Optimization

Need Analysis
Curriculum development is a process to enhance learners' learning by conducting a need analysis (Richards, 2002;
Takaaki, 2006). Needs analysis is a set of techniques and procedures to obtain information about the learners, situations,
and purposes for which they want to learn the language (Tomlinson, 2001). It requires the examination of both situations,
i.e. the current and targeted one. Brindley (1989) demonstrates the significance of considering the subjective and objective
needs of the learners, including the real-life situations beyond the classroom. Researchers (Songhori, 2007; Khan, 2007)
have classified materials into different levels, keeping language learners in mind. The methodical gathering and
examination of all pertinent information essential for meeting the language learning needs of learners from different
regions of Pakistan would help develop materials that reflect their preferences.
Considering the impact of economic constraints on learners' language education, cost-effective and accessible learning
materials and methods with different learning technologies (e.g. visual, auditory, kinesthetic learning) should be
introduced, which can be specifically important for learners in remote areas. LLMs provide learners with appropriate
input to proceed, which has additional challenges for beginners, mediocre, and advanced learners (Beg et al., 2025). After
recognizing the diverse linguistic intelligence of ELT learners in Pakistan, certain amendments and adjustments in
teaching/learning materials are made in the LMs accordingly.
Cultural Context
It is necessary to incorporate the cultural background of Pakistan to reflect the global context, traditions, and values of
a particular region. This can include using local literature and auditory and visual references that learners are familiar
with. One effective strategy can be to add local classical and contemporary works to learning materials. Introducing
learners to renowned Pakistani authors, poets, and storytellers will enrich their linguistic competence and instill a sense
of pride in their cultural heritage. Additionally, incorporating auditory elements such as traditional music, songs, and oral
narratives can further immerse learners in Pakistan's linguistic and cultural landscape. Integrating familiar auditory cues
will make language materials more engaging and memorable, facilitating more profound learning experiences. Utilizing
imagery that depicts iconic landmarks, festivals, attire, and daily life scenes can provide learners with a visual anchor,
reinforcing vocabulary and concepts within familiar contexts. Moreover, incorporating visual elements from Pakistani art
forms such as miniature painting, truck art, and calligraphy will add aesthetic value and cultural appreciation.
Local Curriculum Alignment
After considering the learning objectives and content, specific assessments are made when designing the curriculum to
support and reinforce the curriculum objectives. Curriculum designers must analyze the prescribed curriculum framework,
identifying key learning objectives, competency standards, and language proficiency targets outlined by educational
authorities in Pakistan. By comprehensively understanding these foundational elements, planners can tailor LLMs to
address specific linguistic competencies and thematic areas emphasized within the curriculum. Collaboration with
curriculum developers, subject matter experts, and educational stakeholders is integral to aligning LLMs with the regional
curriculum framework. Through ongoing dialogue and feedback exchange, planners can refine and adapt LLMs to address
emerging educational priorities, pedagogical trends, and student needs within the Pakistani context.
Skills Integration
In materials design, retrieval is encouraged through meaning-focused use of the four skills of listening, speaking,
reading, and writing, through allowing learners time to retrieve, and through activities like retelling, role-play or problem-

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solving where input. Integration of the four basic language skills, listening, speaking, reading, and writing, develops
fluency and communicative competence among learners (Hinkel, 2006). Firstly, educators should adopt a multifaceted
approach to skill integration to give learners ample opportunities for authentic language input across all four modalities.
Meaning-focused activities should be designed to promote skill retrieval and application, allowing learners to interact
with language in contextually relevant and purposeful ways. For example, tasks such as listening to authentic audio
recordings, engaging in meaningful conversations, reading authentic texts, and producing written responses should be
strategically incorporated into lesson plans to encourage skill integration. Activities such as retelling, role-play, and
problem-solving scenarios also catalyze skill integration, requiring learners to actively process and produce language
across listening, speaking, reading, and writing domains. By engaging in these interactive and collaborative tasks, learners
will reinforce their language skills and enhance their ability to communicate effectively in real-world contexts.
Multimodal Resources
The use of modern technology should be ensured to create interactive materials that support independent learning.
Twiner et al. (2010) suggest three principles for teachers: multimodality, orchestration, and participation. Integrating
various multimodal resources helps accommodate different learning abilities and preferences. By presenting information
through multiple sensory channels, learners can be provided with various access and process content, catering to
individual learning styles and preferences. For example, incorporating visual aids such as infographics, diagrams, and
animations alongside textual information can aid comprehension and retention, particularly for visual learners. Similarly,
integrating audio recordings, podcasts, and interactive simulations can enhance auditory processing skills and facilitate
language acquisition for auditory learners.
Authentic Materials
While designing a framework for ELT learners, authentic materials from a variety of sources, including newspapers,
magazines, websites, and multimedia platforms, can develop an understanding of different genres and communication
styles in an informative way. According to Tomlinson (2001), authentic materials are written not to teach language but to
inform, amuse, provoke, excite, stimulate, and entertain. By exposing learners to authentic texts, audiovisual content, and
multimedia resources, educators provide learners with authentic linguistic input that can help mimic the language they
encounter in real-life situations, bridging the gap between classroom learning and real-world language use. Through
activities such as reading comprehension exercises, listening tasks, role-plays, and discussion prompts, educators can
facilitate meaningful engagement with authentic materials, enabling learners to apply linguistic knowledge and skills in
communicative contexts. Educators can create immersive learning environments that promote active engagement, critical
thinking, and language acquisition by integrating authentic materials into lesson plans and instructional activities (Alam,
2025; Mudhsh et al., 2023).
Assessment and Feedback
Material evaluation involves ‘making judgments about the effect of the materials on the people using them’ (Tomlison,
2013). This process reflects the credibility and reliability of the material. Periodic feedback from learners, teachers, and
other stakeholders to identify room for improvements and make necessary changes to make the learners interested in the
material.
Feedback from learners, teachers, and other stakeholders on various aspects of the materials, including content
relevance, clarity of instructions, level of challenge, and overall usability, can be constructive. Continuous evaluation and
revision of instructional materials are integral in the ongoing quest for excellence in English language teaching. By
soliciting stakeholder feedback, analyzing learner performance data, fostering collaboration among educators, and
leveraging technology, educational publishers and curriculum developers can ensure that instructional materials remain
relevant, effective, and engaging for learners. Through a commitment to continuous improvement, stakeholders can
empower educators to deliver high-quality language instruction that inspires and empowers learners to achieve their full
potential in English language proficiency and communicative competence.
The development of assessment tools for formative and summative assessments should be integrated to monitor
progress and provide constructive feedback to Pakistani learners. Materials should provide opportunities for outcome
feedback (Tomlinson, 2001). Formative assessment is pivotal in evaluating learner performance and progress throughout
the language learning process. Educators should use various formative assessment tools and techniques, such as quizzes,
diagnostic tests, peer assessments, and classroom observations, to gauge learners' understanding, identify areas of strength
and weakness, and inform instructional decision-making (Ajmal et al., 2025). By embedding formative assessment
activities within instructional materials, educators create timely feedback and intervention opportunities, enabling learners
to address misconceptions, clarify doubts, and consolidate learning before moving on to new concepts or skills.
Teacher Guides
According to Tomlinson (2001), “helping teachers to understand and apply theories of language learning … is to
provide monitored experience of the process of developing materials” (p. 67). In this regard, teacher guides, lesson plans
and training workshops are planned to familiarize teachers with updated materials, teaching strategies and assessment
practices around the globe. These guides provide educators with a clear overview of the instructional materials, including
learning objectives, content outlines, suggested teaching strategies, and assessment methods. By equipping educators with
comprehensive teacher guides, educational publishers and curriculum developers empower teachers to effectively plan,
deliver, and assess language instruction in alignment with established learning objectives and curriculum standards. These

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workshops provide educators with opportunities for professional development, collaborative learning, and peer exchange,
enabling them to stay abreast of emerging trends and innovations in language education.

VI. CONCLUSION
This research extensively examined several activities that provide a wide range of contexts, explaining the design and
use of LLMs and how these are adopted in a specific context to affect the process of learning and engagement. The added
cultural values of a resident language motivated the students to use the poems of the countries of their language for the
skills learned. The current results also suggest that LLM does not force learners to follow the cultural norms of a native
language to become international language learners. Participants recognize familiar elements and benefit from the
connections they make. The ownership of language is denationalized when the educational goal is to enable learners to
communicate their ideas and cultures to others. The current research findings endorse Cortazzi and Jin (1999), who assert
that localization of materials is beneficial to learners as this makes the materials more familiar and, thus, more enjoyable
for them. This case study has explored the specific components and features that should be included in a framework to
ensure its reliability and validity in meeting Pakistani learners' linguistic, cultural and pedagogical needs.

ACKNOWLEDGEMENTS
This study is supported via funding from Prince Sattam Bin Abdulaziz University project number (PSAU/2025/R/1447).

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Shafiqa Anwar Fakir is a professor at the University of Aden (Yemen). Currently, she is on her sabbatical leave teaching at the
Department of Education at A’Sharqiyah University, Ibra, Sultanate of Oman. Her research interest includes testing and assessment,
EFL writing, and ELT Methodology.

Muhammad Ajmal is an accomplished scholar in English Language and Literature, hailing from the International Islamic
University Islamabad, Pakistan. With a rich academic journey spanning over 15 years, he has contributed his expertise to numerous
educational institutions. Presently, he holds the esteemed position of Associate Professor, specializing in Linguistics and Literature, at
The Shaikh Ayaz University Shikarpur, Pakistan. Dr. Ajmal's academic achievements have been recognized through Indigenous and
International scholarships granted by the Higher Education Commission of Pakistan. Notably, he embarked on a scholarly sojourn as
a visiting scholar at Universitat Heidelberg in Germany. His passion for scholarly exchange led him to present his research paper at the
distinguished James Joyce Conference hosted by Universitat Roma Tre in Italy. A dedicated member of the Poetics and Linguistic
Association (PALA) in the UK, Dr. Ajmal's intellectual footprint extends to the publication of approximately 50 research articles.
These articles are featured in esteemed local and international journals, notably indexed in Scopus and Web of Science. Dr. Ajmal's
research landscape encompasses a wide array of interests, including but not limited to Corpus Stylistics, Literary Stylistics, Text
Linguistics, English Language Teaching (ELT), and Narratology. ([email protected])

Rubina Masum is an Associate Professor of Linguistics with a robust academic background and a significant body of published
work encompassing Linguistics, Literature, and Psychology. She earned her Ph.D. in Linguistics from Hamdard University and
possesses 16 years of teaching experience at prestigious institutions in Karachi, including DHA Suffa University, Benazir Bhutto
Shaheed University, Lyari, Greenwich University, IQRA University, Indus University, Shaheed Zulfikar Ali Bhutto Institute of Science
and Technology, and Bahria University.

Badri Abdulhakim Mudhsh is a distinguished scholar with a PhD in Applied Linguistics. He currently serves as a Senior Lecturer
at the University of Technology and Applied Sciences in Salalah, Sultanate of Oman. With over 10 years of experience in teaching and
research, Dr. Mudhsh has taught a variety of courses in Linguistics, Applied Linguistics, and English Language Teaching (ELT) to
both graduate and postgraduate students in Egypt, India, Jordan, and Yemen. Dr. Mudhsh’s dedication to the dissemination of
knowledge has driven him to present his research in high-impact, peer-reviewed journals. His research interests are diverse,
encompassing morpho-syntax and applied linguistics, with a primary focus on language teaching and learning, technology, and the
study of tense, aspect, and mood in both Arabic and English. Presently, he is exploring the application of AI technologies in the context
of language teaching and learning. As an editorial board member and reviewer for several prestigious indexed journals, Dr. Mudhsh
continues to make significant contributions to the advancement of knowledge in his field, underscoring his steadfast commitment to
academic excellence.

Sohaib Alam is a distinguished scholar in the field of English Language Teaching, with a notable academic background from
Aligarh Muslim University, Aligarh, India. With over seven years of academic experience, he has made significant contributions to
various educational institutions. Currently, he serves as an Assistant Professor of Applied Linguistics and ELT at Prince Sattam Bin
Abdulaziz University, where he shares his expertise with students and colleagues. His passion for knowledge sharing has led him to
present his research at prestigious institutions, including the University of Wrocław, Poland. As an active member of the Teaching
English Research Association (TERA) in Europe, Dr. Alam has expanded his intellectual horizons through collaborations and scholarly

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 JOURNAL OF LANGUAGE TEACHING AND RESEARCH 985

exchanges. His research interests span a broad spectrum, including Corpus Stylistics, Literary Stylistics, Text Linguistics, English
Language Teaching (ELT), Teaching Methods, Pedagogic Theory and Pragmatics, and working on the praxis of 'Drama in Language
Teaching and Learning. As an editorial member and reviewer of reputable indexed journals, Dr. Alam continues to contribute to the
advancement of knowledge in these domains, demonstrating his unwavering commitment to academia. (E-mail: [email protected])

Sameena Banu is currently working as a lecturer in the College of Science and Humanities, Prince Sattam Bin Abdulaziz University,
KSA. She has been teaching the English language to undergraduate students for the last 10 years. She has published research articles
and papers in Scopus and WoS-indexed journals. Her main area of interest is English language and literature.

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