The Effect of Culture-Based Instruction on Iranian Male and Female EFL Learners Motivation

This study was conducted to investigate the effect of culture-based instruction on Iranian male and female EFL learners’ motivation. For the purpose of this study, the researcher utilized a Preliminary English Test (PET) in order to homogenize the participants of the study. To reach this aim, the test administered to 120 intermediate students. Subsequently, 60 students were selected and then non-randomly were divided into two groups of experimental with each containing 30 males and 30 females with the age range of 14-30 at Alborz Jahad Daneshgahi Language School. In the very first step, Dornyei Motivation Questionnaire was carried out as the pre-test in order to consider the learners motivation before the instruction. The participants were given the necessary instructions based on culture. At the end of the treatment period involving 12 sessions in 8 weeks, both experimental groups took part in Dornyei Motivation Questionnaire which was the same as the pre-test, as a post-test to examine whether culture-based instruction had any significantly different effect on Iranian male and female EFL learners motivation. At the end of the instruction, the mean scores of the two experimental groups were compared through an Independent Sample t-Test. However, it was found out that the independent variable, which was the culture-based instruction alone, did not have significantly different effect on the motivation of the males and females’ EFL learners.