In recent years, learner-centered teaching has emphasized the demand for making healthy environment where learners’ preferences, interests, personal experiences, cultural backgrounds and lifestyles are taken into account when making decisions about various characteristics of language learning/teaching The choice of topics, which are used in EFL discussion classes, is considered to play an important role in learners’ propensity to engage in a negotiation for meaning. This study was aimed to investigate the perception of Textbook-Assigned and Self-Selected Topics of Iranian male EFL Learners: topic interest, topic familiarity, topic importance, and topic difficulty based on correlational design. It was carried out with 200 male Intermediate EFL learners who were selected by convenience sampling. Although most teachers might be aware of the importance of a good assessment strategy on the topic interest and topic familiarity, rarely do they use it for topic importance and topic difficulty. The results of the study showed that Iranian male EFL learners mostly preferred the topics to be more interesting and familiar in both textbook-assigned (M = 3.1259, SD = .21553, Sig = .000) and self-selected topics (M = 4.0531, SD = .13334, Sig = .000). In addition, there was a significant difference between the learners’ perceptions of textbook-assigned and self-selected topics in terms of interest and familiarity, but less difference in terms of importance and difficulty. The findings of the study indicated that learners’ selection of their own topics can provide the potential implications for their willingness to participate in second and foreign language learning and take responsibility for their own learning process.

近年来，以学习者为中心的教学强调了营造健康环境的需求，在做出有关语言学习/教学的各种特征的决定时要考虑到学习者的偏好，兴趣，个人经历，文化背景和生活方式。 EFL讨论课中使用的语言被认为在学习者进行意义协商的倾向中起着重要作用。这项研究旨在调查伊朗男性EFL学习者对课本分配和自选主题的看法：基于相关设计的主题兴趣，主题熟悉度，主题重要性和主题难度。它是通过方便抽样选择的200名男性中级EFL学习者进行的。尽管大多数教师可能已经意识到关于主题兴趣和主题熟悉度的良好评估策略的重要性，但他们很少将其用于主题重要性和主题难度。研究结果表明，伊朗男性EFL学习者更喜欢在分配的教科书（M = 3.1259，SD = .21553，Sig = .000）和自选主题（M = 4.0531）中更有趣和熟悉的主题。 ，SD = .13334，Sig = .000）。此外，在兴趣和熟悉度方面，学习者对教科书分配的主题和自选主题的理解之间存在显着差异，但在重要性和难度上的差异则较小。