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Investment and personality development in SL learning is gaining momentum (Norton, 2000, Norton and Toohey, 2002; Kramsch, 2005; Norton, 2010). Therefore, pedagogical aspects of identity require to be investigated to facilitate learning process. This study investigated the impact of Reading Comprehension classes with consciousness-raising orientation on Multicultural Personality Traits’ development in EFL students compared with EFL students undergoing regular reading comprehension classes with no specific treatments. Eighty three EFL students in five RC classes were randomly selected. Two classes were treated as the experimental group and three classes as control group. Multicultural Personality Traits Questioner, a personality assessment questionnaire developed by Van Der Zee and Oudenhoven (2000) was used to measure their five personality features, recognized as Multicultural Personality Traits - Cultural Empathy, Open-mindedness, Social Initiative, Emotional Stability, and Flexibility. The analyses of the collected revealed that there was not a statistically significant increase in total Multicultural Personality Traits from t1 (M=268.03, SD=12.636) to t2 [M=271.14, SD=11.565, t (34) = 1.588, p≤.05]. But there was a statistically significant value found in the scores of Cultural Empathy (CE) from t1 (M=55.20, SD= 2.67) to t2 [M= 56.49, SD = 2.79, t (34) =2.35; p≤.05].

EFL Reading Comprehension Classes with Cultural Consciousness-raising Orientation and Multicultural Personal Traits Development