The Impact of Supplementary Textbooks on Students' English Language Learning and Cultural Conceptualization

Document Type : Research Paper

Authors

1 Faculty Member, English Department, Farhangian University, Ilam, Iran

2 Faculty Member, Management Department, Ilam University, Ilam, Iran

Abstract

The question of teaching methodology has always attracted the attention of linguists and educational psychologists. In Iranian Schools, the deployment of different genres alongside the national text book has been in doubt for years. This research was carried out using semi experimental design and pre and post test multi groups among Ilam students. The participants included 8 classes (4 boys and 4 girls); for each gender three experimental groups (historical, literary, and news) as well as one control group composed of 15 students who were 120 students in general were selected. The groups have been homogenized based on the results of last term summative achievement test. At the end of the term, both a post test and a 20 item questionnaire for assessing cultural conceptualization whose validity and reliability has been confirmed by experts were administered to the students. The aim was to determine the effect of the supplementary materials on the students’ language learning and their cultural conceptualization. The results revealed that historical texts affected language learning greatly and literary materials had the utmost effect on students’ language learning and their cultural understanding in comparison to other genres of literature

Keywords

References

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