CULTURAL SCHEMATA IN EFL READING: INSTRUCTOR PERSPECTIVES AND PEDAGOGICAL IMPLICATIONS

Abstract

This study investigates the role of cultural schemata in enhancing reading comprehension among English as a Foreign Language (EFL) learners. Drawing on schema theory, it examines how activating learners’ cultural background knowledge influences their ability to interpret culturally unfamiliar texts. The study employs a mixed-methods approach. Data is collected through questionnaires distributed to 30 English Language Teaching (ELT) instructors. Findings indicate that culturally relevant schema activation significantly improves comprehension by providing context and bridging gaps in understanding. Nearly 90% of surveyed instructors emphasized the importance of integrating cultural awareness activities into reading lessons. The findings highlight the value of pre-reading strategies like discussions and multimedia aids. Challenges such as limited resources, insufficient teacher training, and students’ varying proficiency levels were identified as barriers to effective implementation. Recommendations include developing culturally inclusive curricula, enhancing teacher training, and using technology to support schema activation. By fostering cultural awareness alongside language skills, educators can create more inclusive and effective learning environments and enhance reading comprehension and intercultural competence.