This study explores students’ perceptions of integrating Kazakh national traditions into English language instruction and examines its relationship with intercultural awareness, learning motivation, and speaking confidence among seventh-grade learners. The research was conducted at AiPlus Educational Center with 25 students aged 12–14. A descriptive mixed-method research design was employed, combining a post-intervention Likert-scale questionnaire, open-ended responses, classroom observations, reliability analysis, and correlation analysis.

The instructional intervention consisted of eight English lessons integrating Kazakh cultural content such as traditions, hospitality customs, traditional foods, national symbols, and cultural practices. Quantitative findings demonstrated consistently high levels of positive student perceptions across all measured dimensions, with mean scores ranging from 4.56 to 4.92 and positive responses ranging from 96% to 100%. Reliability analysis revealed high internal consistency of the questionnaire instrument (Cronbach’s α = .89). Correlation analysis identified a moderate positive relationship between lesson enjoyment and speaking confidence (r = .64).

The qualitative findings supported the statistical results and demonstrated that students perceived culture-based English lessons as meaningful, engaging, and motivating. Learners reported increased intercultural awareness, greater pride in national culture, and stronger willingness to communicate in English.

The findings suggest that integrating Kazakh national traditions into English language teaching may positively relate to intercultural awareness, learner engagement, and speaking confidence. The study is theoretically grounded in the frameworks of Byram, Deardorff, Kramsch, and Dörnyei and contributes to research on culturally responsive approaches in foreign language education.