The focus of the present study was to investigate the possible effects of sociocultural-based teaching techniques on EFL learners reading comprehension. The basic purpose was to clarify how learners reading comprehension and strategy use could be affected by the types of teaching techniques and how high and low proficiency learners profited from the intervention. Iranian EFL students were used as the participants of the study. A NELSON language proficiency test, a researcher-made reading comprehension test and a reading strategy questionnaire (adopted from Phakiti, 2006) were used as data collection instruments. The results showed that the sociocultural teaching techniques leads to ...
