DESIGNING CULTURALLY RELEVANT SPEAKING TOPICS TO FOSTER INTRINSIC MOTIVATION IN MULTICULTURAL EFL CLASSROOMS

Abstract

This theory paper explores how culturally relevant speaking topics can enhance intrinsic motivation in multicultural university English-as-a-foreign-language (EFL) classes. Drawing on Self-Determination Theory (SDT), it argues that topic design is not a neutral choice but a powerful pedagogical lever that can support or thwart students’ psychological needs for autonomy, competence, and relatedness. When speaking tasks are grounded in learners’ cultural experiences and community concerns, they provide meaningful reasons to communicate, strengthen the sense of ownership over English, and create conditions for successful participation. The paper connects SDT with work on culturally responsive teaching, funds of knowledge, and pluricultural competence, and proposes an integrative model linking topic relevance, need satisfaction, intrinsic motivation, and readiness to speak. Concrete design principles are offered for CEFR B2–B2+ speaking activities such as mini-presentations, debates, and collaborative projects. While no empirical data are presented, the article formulates testable propositions for future research and offers a practical conceptual framework for teachers and program designers working in diverse EFL settings.