The Impact of a Pedagogical, Classroom-based Motivational Intervention on EFL Learners’ Reading Achievement
The present study is an attempt to investigate the effect of a type of motivational strategy designed to boost EFL learners' motivation on their reading comprehension ability. To achieve this goal, 69 EFL learners studying English in two intact classes were divided into two groups. The contro...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Lasting Impressions Press
2018-04-01
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| Series: | International Journal of English Language and Translation Studies |
| Subjects: | |
| Online Access: | http://www.eltsjournal.org/archive/value6%20issue1/14-6-1-18.pdf |
| _version_ | 1811314583588044800 |
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| author | Naser Salehi Fazlolah Samimi Seyyed Ayatollah Razmjoo |
| author_facet | Naser Salehi Fazlolah Samimi Seyyed Ayatollah Razmjoo |
| author_sort | Naser Salehi |
| collection | DOAJ |
| description | The present study is an attempt to investigate the effect of a type of motivational strategy
designed to boost EFL learners' motivation on their reading comprehension ability. To achieve this
goal, 69 EFL learners studying English in two intact classes were divided into two groups. The control
group received the traditional method of pre-reading, reading, and post-reading activities while the
experimental group was asked to write compositions about the factors that motivate people to learn
English and read them in the class before starting their usual classroom activities. This intervention was
supposed to enhance their motivation leading to better performance on reading comprehension. Then,
two paired-samples t-test were run to compare the scores of both groups on the pre- and post-tests. The
results of the tests showed a significant increase in the mean scores of the experimental group whereas
for the control group mean scores did not change dramatically. The results of these statistical tests
confirmed the efficiency of our proposed strategy in improving the learners‟ reading comprehension
ability. |
| first_indexed | 2024-04-13T11:15:11Z |
| format | Article |
| id | doaj.art-2a7fa67de38a4e559fd4c62d22ba3e36 |
| institution | Directory Open Access Journal |
| issn | 2308-5460 2308-5460 |
| language | English |
| last_indexed | 2024-04-13T11:15:11Z |
| publishDate | 2018-04-01 |
| publisher | Lasting Impressions Press |
| record_format | Article |
| series | International Journal of English Language and Translation Studies |
| spelling | doaj.art-2a7fa67de38a4e559fd4c62d22ba3e362022-12-22T02:49:00ZengLasting Impressions PressInternational Journal of English Language and Translation Studies2308-54602308-54602018-04-010601126133The Impact of a Pedagogical, Classroom-based Motivational Intervention on EFL Learners’ Reading AchievementNaser Salehi0Fazlolah Samimi1Seyyed Ayatollah Razmjoo2Department of Foreign Languages, Islamic Azad University, Darab, IranDepartment of English, Islamic Azad University, Bandar Abbas, IranDepartment of Foreign languages and Linguistics, Shiraz University, Shiraz, IranThe present study is an attempt to investigate the effect of a type of motivational strategy designed to boost EFL learners' motivation on their reading comprehension ability. To achieve this goal, 69 EFL learners studying English in two intact classes were divided into two groups. The control group received the traditional method of pre-reading, reading, and post-reading activities while the experimental group was asked to write compositions about the factors that motivate people to learn English and read them in the class before starting their usual classroom activities. This intervention was supposed to enhance their motivation leading to better performance on reading comprehension. Then, two paired-samples t-test were run to compare the scores of both groups on the pre- and post-tests. The results of the tests showed a significant increase in the mean scores of the experimental group whereas for the control group mean scores did not change dramatically. The results of these statistical tests confirmed the efficiency of our proposed strategy in improving the learners‟ reading comprehension ability.http://www.eltsjournal.org/archive/value6%20issue1/14-6-1-18.pdfMotivationInterventionEFLReading ComprehensionIran |
| spellingShingle | Naser Salehi Fazlolah Samimi Seyyed Ayatollah Razmjoo The Impact of a Pedagogical, Classroom-based Motivational Intervention on EFL Learners’ Reading Achievement International Journal of English Language and Translation Studies Motivation Intervention EFL Reading Comprehension Iran |
| title | The Impact of a Pedagogical, Classroom-based Motivational Intervention on EFL Learners’ Reading Achievement |
| title_full | The Impact of a Pedagogical, Classroom-based Motivational Intervention on EFL Learners’ Reading Achievement |
| title_fullStr | The Impact of a Pedagogical, Classroom-based Motivational Intervention on EFL Learners’ Reading Achievement |
| title_full_unstemmed | The Impact of a Pedagogical, Classroom-based Motivational Intervention on EFL Learners’ Reading Achievement |
| title_short | The Impact of a Pedagogical, Classroom-based Motivational Intervention on EFL Learners’ Reading Achievement |
| title_sort | impact of a pedagogical classroom based motivational intervention on efl learners reading achievement |
| topic | Motivation Intervention EFL Reading Comprehension Iran |
| url | http://www.eltsjournal.org/archive/value6%20issue1/14-6-1-18.pdf |
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