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Information Journal Paper

Title

THE IMPACT OF MOTIVATION ON READING COMPREHENSION ABILITY OF IRANIAN EFL LEARNERS RECEIVING RECIPROCAL TEACHING AND COOPERATIVE GROUPING INTERVENTION PROGRAM

Pages

 Start Page 23 | End Page 27

Abstract

 Extended abstract:1. Introduction:For many students reading is the most important of the four skills in a foreign language. If we consider the study of English as a second or foreign language around the world and the situation in which most English learners find themselves, we recognize that reading is one of the main reasons why students learn the language (Richards & Renandya, 2002).Researchers believe that there are some common factors which influence L2 READING COMPREHENSION. One of them is individual factors which include “L1 knowledge, language proficiency, the use of strategy, knowledge of different text types and pragmatics, metalinguistic knowledge, background knowledge, and MOTIVATION”(Alderson, 2000, p.60 as cited in Orbea & Villabeitia, 2010).However, according to Dornyei (2005), the effect of individual differences (ID) is produced in interaction with the environment, including classroom instruction and interaction with teachers and classmates. Therefore, the present study is designed to shed light on the effect and interaction of Iranian EFL learners’ level of MOTIVATION (as one of the factors of individual differences) with the type of instruction based on receiving RECIPROCAL TEACHING AND COOPERATIVE GROUPING intervention program. The results showed that the intervention changed MOTIVATION for reading efficacy, reading challenge, reading curiosity, competition in reading, recognition for reading, reading for grades, social reasons for reading and compliance.

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