culture-oriented content

Despite the determining role of culture-bound materials in the enhancement of EFL learners’ productive skills, a scarcity of investigation on the influence of culture-oriented content on their productive skills is staunchly perceived. This gap can be partly filled by implementing Content Based Language Teaching (CBLT) program which contrives the EFL content especially in English for Academic Purposes (EAP) classrooms. In this respect, a culture-oriented EAP course book was designed based on Tomlinson’s (2001) materials development framework. A total of 100 participants were recruited according to their language proficiency results, and were fractionated into two productive EAP task groups embracing Oral Presentation and Systematic Writing as the two befitting techniques to strengthen productive skills. After practicing and teaching the developed course book in each class in twenty treatment sessions, the participants were given a posttest. Correspondingly, a paired samples t-test indicated that culture-oriented content affected the EFL students’ speaking and writing skills separately. Similarly, an independent samples t-test revealed the influence of culture-oriented content on their speaking skill than the writing skill. The findings suggest the significance of the first culture as the benchmark for incorporating second culture contents in EFL teaching arenas.