Abstract
Culture-based materials are increasingly being recognized as key tools in the field of English Language Teaching (ELT) as they integrate language learning with learners’ cultural backgrounds. Despite this, existing research on these resources remains scattered across educational contexts, instructional media, and learning outcomes, so it is challenging to glean a complete understanding of their role in language learning and cultural awareness. This study therefore sought to synthesize recent literature on the use of culture-based materials in ELT in the form of a Systematic Literature Review (SLR). The review followed the PRISMA 2020 guidelines. Articles were retrieved from Google Scholar, Scopus, ScienceDirect, and SINTA- indexed journals with the support of the Publish or Perish application. After the identification, screening, eligibility, and inclusion processes, 14 studies published between 2021 and 2025 were selected for thematic synthesis. The findings reveal five major themes: contributions to language learning, learner motivation and engagement, cultural awareness and character. All of these studies confirm that culture-based materials have benefits to language learning outcomes (e.g., enhanced reading comprehension, stronger vocabulary and contextual language use, more favorable students' motivation and willingness to engage in class and foster self-confidence in language teaching). They also reinforce cultural awareness, cultural identity, and character values including responsibility, tolerance, empathy, and respect for diversity. In addition, the increasing use of digital culture-based learning media indicates the growing integration of technology into culturally responsive ELT. However, the existing studies are predominantly focused on reading instruction, material development and Indonesian educational settings and thus there is still much work to be done for productive language skills, intercultural communicative competence and longitudinal learning outcomes as well as emerging technologies (artificial intelligence) in relation to productive learning. This review provides an in-depth review of contemporary study trends and some practical implications for teachers, curriculum developers, and researchers to design culturally responsive English language learning materials.