Self-directed learning readiness to expand and enhance learning, This is an important goal of higher education, Besides his academic self-efficacy can be improved efficiency and Achievement Motivation, so understanding how to use these strategies by students is very important. Because the purpose this study is determination of relationship between students self-directed learning and academic self-efficacy and Achievement Motivation in Payamnoor students (2012-2013). In a correlation-descriptive study 322 bachelor students were selected from Payamnoor University of Rafsanjan (2014-2015) through a Simple random sampling. Data collection was SDL questionnaire, academic self-efficacy questionnaire and Achievement Motivation questionnaire. Data were analyzed by multiple regression, simple regression, variance analysis and T-test. The obtained findings from this research showed that there is a relation between student’s Self-directed learning readiness and academic self-efficacy and academic motivation in Students University of Payamnoor. Also Independence in learning and Study skills and problem solving has the most ability for academic self-efficacy and academic motivation prediction and there was the most correlation.According to results and that self-directed learning readiness to enhance self-efficacy and academic motivation, it is necessary to teach strategies to students.

Increasing students' involvement in learning activities is one of the most important methods in effective teaching and learning process. When students are actively involved in the learning task, they learn more than when they are passive recipients of instruction. Text booksare the most important elements and have a very crucial effect in the process of language teaching and learning while prepared and developed by considering the potential educational usage and designed based research studies and modern educational technologies to meet the needs of diverse learners and enable pupils to engage actively with lessons to develop their thinking and interpreting power. The purpose of this study was analyzing the text content of the Iran English language textbook at the language institute to identify whether the contents in the textbook appropriate for involving learners in the learning task and may contribute to improve learning? The content of English language textbook for the adult learners was analyzed by criteria derived from adapting the involvement developed based on William Rummy technique. The content analysis covered the components of the textbook such as texts, activities, questions, and figures and diagrams. The results revealed that only the texts, questions, and activities given in the textbook encourage student's involvement in the teaching and learning process.