After four decades of anti-intrusion policies of the Islamic Republic of Iran (IRI) against the English language, the time has come to evaluate their success rates and to study the status of this language in Iran. This study has thus investigated the status of the English language in Iran on two levels: one concerning the state's policies and another, the people's attitudes. To do so, we carried out research on the content of education documents of the IRI and the English language teaching textbooks employed in the education system. To locate the society's stance on the English language, we administered a survey study on 472 participants randomly sampled from undergraduate students from four state universities. We concluded that there is an evident gap between the approach of the Islamic government and the people's approach toward English language in the current Iranian society.

The current research investigated the effects of cultural awareness on listening comprehension and listening motivation of EFL learners. Also, this research investigated the perspectives of EFL students towards having English cultural awareness. Seventy-five EFL learners from three English intact classes were chosen as the subjects of this study. After that, a listening motivation test and a listening comprehension test were given to the three classes. Then, five audio files containing the English cultural-based issues were taught in one class and five audio files containing the Persian cultural contents were instructed to the other experimental class. The third class or the control class was instructed five audio files that did not include any specific cultural-based materials. After teaching all audio files, a listening motivation posttest and a listening comprehension posttest were given to the three groups and an attitude questionnaire was given to the experimental classes to determine their attitudes toward using the effectiveness of cultural awareness on their language learning development. The results of one-sample t -test, one-way ANOVA, and the post hoc Sceffe test showed that the experimental classes outflanked the control class in the posttest of listening motivation and listening comprehension. The results indicated that the subjects showed a positive attitude toward having cultural awareness in their English learning process. The outcomes of the study provide some implications for teachers to increase the students’ cultural awareness and to enhance their positive attitudes about the integration of culturally based resources into language education.