Finally, a posttest of reading comprehension was administered after the treatment. During the treatment, some reading passages related to American and English culture (for group A), Persian culture (for group B), and culture-free materials (for group C), were taught. Each group received reading comprehension materials that reflected a particular culture. After the pretest, the researchers practiced the treatment on the three groups. Then, a reading comprehension pretest was administered to assess the participants' reading comprehension at the beginning of the course. The participants of each gender were randomly assigned into three equal groups: group A (Target Culture = TC), group B (Source Culture = SC), and group C (Culture-Free = CF). To this end, 150 upper-intermediate male (n = 75) and female (n = 75) EFL learners out of 250, were selected through administering an Oxford Quick Placement Test (OQPT). Thus, the current study aimed to investigate the impact of teaching cultural materials on improving Iranian EFL learners' reading comprehension across two genders. Consequently, learners' motivation to learn the new language would be diminished. Learners' insufficient knowledge of the target culture of language brings about some difficulties to understand the target reading materials. One of the major issues in language learning classrooms is familiarity with the cultural perspective of reading materials.
0 kommentar(er)
