Document Type : Original Article
Authors
1
Assistant Professor of TEFL, Department of English Language, CT.C., Islamic Azad University, Tehran, Iran
2
Associate Professor of TEFL, Department of Foreign Languages Teaching, Ker.C., Islamic Azad University, Kermanshah, Iran
10.22034/efl.2026.554106.1364
Abstract
This study examines the comparative impact of global versus glocal materials on the reading comprehension of Iranian English as a Foreign language (EFL) learners, with a specific focus on connection between critical pedagogy and cultural awareness. Employing a mixed-methods quasi-experimental design, sixty intermediate-level female learners were non-randomly assigned to each learning experience under a mixed-methods quasi-experimental design. One of the groups involved global standard textbooks, while the other utilized glocal resources, adapting and framing reading comprehension materials with Iranian stories and narratives. Gains for reading comprehension were assessed by employing a Preliminary English Test (PET), and cultural awareness was measured through a questionnaire. In order to achieve a better understanding, semi-structured interviews were conducted with 15 participants from the glocal group to see whether and how exposure to glocal materials affected learners' engagement with comprehension, identified identities, and their perceptions of the cultural content in English learning materials based on their prior experiences. Quantitative results indicated that participants in the glocal group significantly outperformed those in the global group on posttest reading scores, supporting the schema theory. Additionally, there was a strong correlation between cultural identity awareness and learners' reading performance. The analysis of the qualitative findings provided themes such as: (1) agentic critique of global materials, (2) empowerment by representing local issues, and (3) challenges in integrating global English with socioreligious identity. Overall, the results highlight a need for sustained attention to EFL glocalization practices, as critical pedagogy is concerned with democratizing knowledge and resisting linguistic imperialism.
Keywords
Journal of Foreign Language Teaching and Translation Studies