A Systematic Literature Review on Influence of Social and Cultural Identity on EFL Reading Comprehension

Abstract

This systematic literature review explores the influence of social and cultural identity on EFL (English as a Foreign Language) reading comprehension. The review synthesizes findings from ten peer-reviewed journal articles published between 2015 and 2025, selected through a structured search process and analyzed using inductive content analysis. The results indicate that learners’ cultural identity significantly impacts their reading comprehension, particularly when reading materials align with their own cultural backgrounds. Culturally familiar texts enhance motivation, engagement, and comprehension by activating prior knowledge and validating learners' experiences. Conversely, texts that are culturally unfamiliar or misaligned may hinder understanding and reduce motivation. The review also emphasizes the importance of social identity and self-perception, such as self-esteem and a sense of belonging, in shaping learners' reading development. This study highlights the need for culturally responsive teaching approaches that recognize the diverse identities of EFL learners, promoting both language proficiency and intercultural awareness.