Culture Disintegration and Syllabus Mutilation to affect Iranian EFL Learners' Attitude and Listening Comprehension Skill

The aim of the present study is to investigate the potential effects of culture disintegration and text mutilation on Iranian EFL learners both in terms of their attitudes towards the censorship of the material and their listening comprehension. A combination of qualitative and quantitative research methods was applied with 64 adult- EFL learners in two groups randomly assigned as experimental and control groups. The Comprehensive English Language Test (CELT) was given as the pretest to homogenize the students and after a two­month treatment a parallel test was repeated to explore the effects. In order to find learners' attitudes towards culture disintegration and text mutilation a validated questionnaire was used. Data analysis findings indicate that learners have a strongly negative attitude towards text mutilation and that EFL learners who participated in the culture-integrated class outperformed those who were taught the mutilated material. The researcher concludes that culture disintegration and syllabus mutilation in English teaching contexts can negatively affect different participants to varying degrees