This study explores how integrating pragmatics and cultural linguistics into English Language Acquisition (ELA) can enhance communicative competence among Arab English as a Foreign Language (EFL) learners. It addresses a critical gap in traditional grammar-based instruction, which often overlooks language use's sociocultural and pragmatic dimensions. Grounded in Sharifian’s (2017) cultural linguistics framework, the research employed a qualitative design involving 30 undergraduate participants at Gulf University for Science and Technology, Kuwait. Data were gathered through naturalistic discourse observations, reflective journals, and discourse- based activities. Findings emerged across three core themes:

1. Heightened contextual awareness, particularly in culturally sensitive situations such as complimenting, requesting, and responding to offers;
2. Strategic deployment of culturally informed speech acts, such as reassigning compliments and expressing embarrassment (ihrāj), influenced by deep-seated cultural values like humility (tawādu’); and
3. Development of metacultural competence, wherein learners became capable of interpreting and adjusting speech behaviors across cultural boundaries.

Student feedback collected through reflective journals and class discussions confirmed that these activities fostered greater confidence, pragmatic sensitivity, and engagement in real-world English use. Thematic analysis of their reflections revealed an increased awareness of contextual appropriateness and appreciation for the cultural depth of communication. Significantly, these competencies were developed through rote memorisation, guided role-play, dialogue analysis, and cross-cultural reflection. The study concludes that embedding culture-based pragmatics into ELA instruction enables learners to communicate with greater fluency, adaptability, and intercultural sensitivity. It recommends that curricula incorporate culturally grounded simulations and interactive strategies to move beyond structural language learning.