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The present study aimed to explore whether there is any difference between the performance of EFL learners who read literary texts and those who read non-literary texts on inference demanding tests. Through convenience method of sampling, 30 Iranian senior university students of English translation B.A., studying at Islamic Azad University, Karaj Branch, Iran, who were of both male and female genders, ranging from 19 to 30 years of age took part in the current investigation. Once their language proficiency was measured by means of Oxford Placement Test, participants took part in an inference demanding test constructed by the researcher consisting of two cloze tests - one non-literary text and one literary text. The results from the t-test indicated that literary text had a more positive impact on the EFL learners’ inferring ability than non-literary text. This study is particularly important given the fact that most reading materials are far from being shallow and require deeper interpretation. The major implication of the study was that incorporation of literature in general and literary texts in particular, in EFL curriculum, would serve many benefits specifically in the realm of comprehension and inference.

The Comparative Study of Literary vs. Non-literary Text and Iranian EFL Learners’ Performance on Cloze Tests of Inference