The impact of intervention program on self-efficacy, intrinsic and extrinsic motivation of Iranian English learners in reading comprehension Skill

This study examines the impact of different aspects of motivation (self-efficacy, intrinsic and extrinsic) on readingcomprehension skill of Iranian English language learners being involved in reciprocal teaching and cooperativegrouping intervention program. To this aim, 80 students participated in the TOEFL test as the pre-test. Then, theywere divided into four groups: experimental (A& B) and control (A &B) .Meanwhile, they were asked to fill out themotivation questionnaire. Then, experimental groups received the intervention program as the treatment whereasthe control groups received the typical instruction of reading comprehension which was usually used in thesecontexts. At the end of the course, all the students (both in the control and treatment groups) took part in the posttestand they were also asked to fill out the items of the questionnaire provided for them. Finally, the results wereanalyzed by the use of a two-way ANOVA and MANOVA. The results showed that the experimental groupsoutperformed the control ones and the intervention improved motivation for reading efficacy and recognition forreading (extrinsic motivation).

کلیدواژه ها:

motivation ، reading comprehension ، reciprocal teaching and cooperative grouping