Despite some investigations highlighting the role of English literary texts in learner identity construction, few studies have explored how integrating translated short stories from learners’ native culture impacts L2 learners’ identity reconstruction in EFL contexts. This study addresses how learning English through Persian short stories translated into English can affect reader identity reconstruction of Iranian undergraduate students of English. The researchers selected three translated stories of loyalty, justice, and love themes. After collecting the data through five WhatsApp semi-structured interviews and five open-ended questionnaires, the researchers applied qualitative content analysis to the data related to readers’ self-descriptions of the initial L2 learning experiences, the story-based instructional stage, and their aspirations. The findings revealed significant alterations in the emotional and attitudinal states of the learners throughout the stages. Despite prioritizing different cultural and linguistic resources, the three participants highlighted the contribution of resources in language learning in the story-based stage and in their aspirations. All participants focused on the scaffolding role of their native language and culture in enhancing classroom interactions. The results would enlighten materials developers to integrate translated literary texts from Persian literature into language teaching programs.