The Effect of Iranian EFL Learners' Reading Motivation on Their Reading Comprehension Ability Regarding Their University Fields of Study

Maghsoudi, Mojtaba; Talebi, Seyed Hassan; Khodamoradi, Abolfazl

doi:10.1080/10790195.2020.1823911

Cited by 6 publications

(4 citation statements)

References 25 publications

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“…In other words, they enjoyed higher L2 reading motivation after receiving the treatment. These findings are compatible with other researchers who stressed that CSR can enhance EFL learners' L2 reading motivation (Grabe & Stoller, 2011;Maghsoudi et al, 2021;McGeown et al, 2020). Higher levels of L2 reading motivation among the participants who received CSR can be attributed to Guthrie et al (2004), who believe CSR can enhance the L2 readers' curiosity and enjoyment of reading.…”

Section: Discussionsupporting

confidence: 90%

Effects of Collaborative Strategic Reading (CSR) on EFL Learners’ Reading Comprehension, Reading Motivation, and Metacognitive Awareness

Sarshogh,

Rezvani,

Karimi

2024

Innovare J Edu

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This study focused on investigating the effects of collaborative strategic reading (CSR) on English as a foreign language (EFL) learners’ reading comprehension, second language (L2) reading motivation, and metacognitive awareness. Following a quasi-experimental design, 48 Iranian EFL learners were selected from four intact language institute classes. Two of these classes were considered experimental groups (EGs), and two were regarded as control groups (CGs). Then, all four classes received the three pretests of the study (Reading Comprehension pretest, L2 Reading Motivation questionnaire, and metacognitive awareness questionnaire). Next, the treatment phase of the study began and all the groups received reading comprehension instruction. In the EGs, the teacher conducted the essential elements of cooperative learning through CSR strategies (preview, click & clunk, get the gist, and wrap up). On the other hand, CG learners received traditional reading comprehension classes with no group work. After the treatment, all four groups received the three posttests. The results of three one-way ANCOVAs revealed that CSR was significantly more effective than traditional instruction in improving EFL learners’ reading comprehension. In addition, it was found that CSR was significantly effective in improving EFL learners’ reading motivation and metacognitive awareness. The findings of the study can be utilized by language practitioners, materials, and curriculum developers to consider EFL students’ needs and goals in L2 reading.

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Section: Discussionsupporting

confidence: 90%

Effects of Collaborative Strategic Reading (CSR) on EFL Learners’ Reading Comprehension, Reading Motivation, and Metacognitive Awareness

Sarshogh,

Rezvani,

Karimi

2024

Innovare J Edu

View full text Add to dashboard Cite

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“…Similarly, extrinsically motivated students, incentivized by external rewards and acknowledgments, also exhibit improved reading prowess (Baker & Wig eld, 1999). Moreover, within the realm of English as a Foreign Language (EFL) acquisition and pro ciency, motivation assumes a critical role, as evidenced by research showcasing its positive in uence on language skills and reading comprehension (Barber & Klauda, 2020;Maghsoudi et al, 2021). Hence, comprehending the intricate dynamics between motivation and reading accomplishment is paramount for educators and researchers striving to optimize student outcomes in language learning environments.…”

Section: Research Backgroundmentioning

confidence: 99%

The Correlation Between Motivation and IELTS Reading Achievement Among Chinese Students

Fang

2024

Preprint

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This study investigates the impact of motivational factors on IELTS reading test performance among Chinese learners. It aims to assess the level of motivation, examine its correlation with IELTS reading achievement, and identify the most influential predictor among intrinsic and extrinsic motivations. Using a quantitative research design and a sample of 242 students from 12 IELTS training institutions in southwest China, data were collected via the Motivation in English Reading Questionnaire (MERQ) and Cambridge Practice Tests for IELTS. Results indicate a significant positive correlation between motivation and IELTS reading scores. Multiple regression analysis revealed that intrinsic motivation (efficacy and engagement) is the strongest predictor of reading achievement. These findings highlight the importance of motivation in standardized English proficiency assessments.

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“…Maghsoudi's (2022) results show that participants with high reading comprehension motivation perform better in reading comprehension than those with low reading comprehension motivation. Different dimensions of reading motivation have different effects on reading performance [18]. According to Kusmartini (2022), his study explores the reading motivation of engineering students and its impact on their reading ability in the context of Covid-19 pandemic and the results show that students' reading motivation has a significant impact on their reading level [19].…”

Section: Table 1: Summary Table On Reading Motivationmentioning

confidence: 99%

Reading Motivation and Reading Strategies of Non-English Majors in Selected Universities in China

2023

appep

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English reading is a significant component of College English teaching. Reading is a critical way to absorb English language information and understand culture and the foundation for cultivating students' practical language application ability. High standards for students' reading comprehension skills have been outlined in Teaching Requirements for English Courses in universities. Despite the widespread focus on reading in school education, students' overall reading proficiency has not considerably increased. Therefore, this study examined the correlation between non-English majors' reading motivation and reading strategies to provide pedagogical suggestions for teaching and learning in EFL reading. In this study, 420 non-English majors from two universities in east China's Anhui Province were investigated by answering questionnaires on reading motivation and reading strategies. Quantitative research techniques were used to analyze whether the two variables were significant, and the correlation between the two. The results demonstrated that Chinese non-English majors showed an average level of reading motivation, with utility ranking as the main driver. The respondents frequently employed reading strategies, where they were most likely to apply problem-solving strategies. Meanwhile, reading motivation and reading strategies were positively correlated.

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The Effect of Iranian EFL Learners' Reading Motivation on Their Reading Comprehension Ability Regarding Their University Fields of Study

Cited by 6 publications

References 25 publications

Effects of Collaborative Strategic Reading (CSR) on EFL Learners’ Reading Comprehension, Reading Motivation, and Metacognitive Awareness

Effects of Collaborative Strategic Reading (CSR) on EFL Learners’ Reading Comprehension, Reading Motivation, and Metacognitive Awareness

The Correlation Between Motivation and IELTS Reading Achievement Among Chinese Students

Reading Motivation and Reading Strategies of Non-English Majors in Selected Universities in China

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