DEVELOPING STUDENTS’ READING SKILLS THROUGH MATERIALS BASED ON NATIONAL VALUES IN ENGLISH LANGUAGE CLASSES
Keywords:
EFL reading, national values, culture-based materialsAbstract
This study investigates the efficacy of integrating texts that embody Uzbek national values into English-as-a-Foreign-Language (EFL) reading instruction at the tertiary level. Building on sociocultural theory and extensive-reading research, the project examined how culturally resonant reading materials influence learners’ reading comprehension, motivation, and strategic behaviour. A semester-long quasi-experimental design was implemented with two intact groups (n = 62) at a regional university: the experimental group read graded English texts reflecting traditional narratives, proverbs, and contemporary essays on national heritage, whereas the control group followed a standard skills-based syllabus. Pre- and post-tests, think-aloud protocols, and attitudinal surveys were employed. Results reveal statistically significant gains in comprehension and strategy transfer for the experimental cohort, accompanied by higher affective engagement. The findings suggest that national-values-based materials not only reinforce cultural identity but also provide meaningful scaffolding that accelerates EFL reading development. Pedagogical implications include principled text selection, explicit strategy mediation, and alignment with national curriculum goals.
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