DESIGNING CULTURALLY-RESPONSIVE MOBILE PRONUNCIATION MATERIALS FOR UZBEK PRIMARY SCHOOLS: A MIXED-METHODS STUDY OF USABILITY, EQUITY, AND PEDAGOGICAL INTEGRATION
Abstract
This study examines the design and implementation of culturally‐responsive mobile pronunciation materials in Uzbek primary schools, focusing on usability, equity, and pedagogical integration. Using a mixed‐methods approach over a school term, we developed a suite of mobile pronunciation modules that include local cultural content, Uzbek‐English phonological contrasts, and contextually familiar vocabulary. These modules were piloted among 120 learners aged 9‐11 in rural and urban schools in Uzbekistan. Quantitative data were gathered through pre‐/post-tests of pronunciation, usage logs, and usability questionnaires; qualitative data came from teacher and student interviews and classroom observations. Findings indicate that students find the materials usable and motivating; learners from diverse socio-economic backgrounds show more equal gains than with non‐localized materials; teachers report compatible integration into existing curricula but also note challenges with infrastructure, teacher training, and maintaining fidelity. The study concludes that culturally‐responsive design enhances both equity and effectiveness in mobile pronunciation learning, provided adequate support is in place. Implications are drawn for material designers, teacher development, and policy in Uzbek EFL primary education.
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