Students’ Responsiveness to the Implication of Culture-oriented Courses in EFL Classrooms

Abstract

English has increasingly become an inevitable part of educational curriculum at schools and universities. Accordingly, a number of considerable efforts are devoted to popularize EFL teaching among learners. For instance, a significant body of research has been provided by scholars as an attempt to investigate the factors underlying the accumulation of that language under various circumstances. Thus, the study at hands aims to draw attention to the ways cultural contents are incorporated into classes where English is taught to non-native speakers. Furthermore, it offers a rationale for the teaching of culture in EFL contexts and the possible solutions that aim to increase students’ intercultural awareness. As an attempt to reach the research objectives, it is of unavoidable importance to shed light on students’ degree of responsiveness to cultural contents. This is done through examining the ways in which the chosen participants experience and perceive culture and its implementation into courses.