This paper demonstrates the results of the study on the use of region-based materials in EFL classes at university. The empirical research methods made it possible to reveal teachers’ attitudes towards the use of region-based materials. The data were collected from 21 participants through an interview that showed teachers’ positive attitudes to region-based materials integration. Based on the results obtained during the study, implications were provided for teachers to improve the EFL teaching process at universities. The practical significance of the study is determined by the fact that the realization of a regional approach in different countries of the world and in Kazakhstan was studied. English teachers’ attitudes towards the use of region-based materials in classes were revealed and the difficulties in the use of those materials were indicated.