value-based instruction

The current study explored the effect of value-based reading instruction on EFL learners' attitudes towards human social values and etiquette. Seventy-three university students were randomly assigned to Select Readings Group (SRG, n = 37) and value-based reading group (VRG, n = 36). Participants were assessed through semi-structured interviews and questionnaires in terms of their attitudes towards values and awareness of etiquette, prior and successive to the treatment. The instructional materials used for the experimental group were reading comprehension passages based on human values, and passages with etiquette topics. The results of two-way ANCOVA showed a significant difference between SRG and VRG in terms of their attitudes towards values and awareness of etiquette. Furthermore, gender was found not to have a significant effect on the treatment results. The results also confirmed an increase in learners’ interest in etiquette and value-based topics in reading comprehension courses. Findings are discussed in relation to the incorporation of values in the contents of English textbooks and EFL classrooms to enhance positive attitudes towards values.