LLMs as Effective Localised Materials for English Language Learners: A Comprehensive Framework

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.