With over 1.5 billion people learning English globally, the demand for effective language education is immense. However, many learners struggle with the cultural nuances essential for cross-cultural communication. This study explores how integrating Chinua Achebe’s Things Fall Apart into English language classrooms in Saudi Arabia and Nigeria enhances pragmatic competence and intercultural awareness. Addressing a gap in literature-based pedagogy, it employed a mixed-methods design with 120 university students split into control and experimental groups. Data were gathered using a Likert-scale survey, classroom observations, student reflections, teacher interviews, and focus groups. Findings revealed that experimental groups outperformed controls in 22 of 25 survey items, excelling in tone adjustment, idiomatic expression interpretation, and pragmatic flexibility. Qualitative data showed increased engagement, culturally sensitive language use, and deeper understanding of implicit meanings. These results suggest that culturally rich literature significantly improves language skills, urging curriculum reform and teacher training for culturally responsive education. The study offers a replicable model blending literature and reflective learning. Future research should investigate long-term effects and diverse texts in global contexts.