THE EFFECT OF READING STRATEGIES TRAINING ON ENHANCING READING COMPREHENSION AND READING MOTIVATION AMONG IRANIAN EFL LEARNERS IN KERMAN

The purpose of this study was to investigate whether teaching metacognitive reading strategies in the classroom fostered improvement in motivation and comprehension for Iranian English as a Foreign Language (EFL) learners at intermediate level. A total of 75 students who enrolled at upper-intermediate level in Iran English Institute in Kerman were recruited as subjects in the study. The two existing classes of students were randomly selected by the researcher to participate in the training groups and control group. The experimental group received training in some reading strategies. The second class of students became the control group with no strategy training. Pretest and posttest reading and motivation survey were used for measuring the variables of the present study. This study utilized t-tests and ANOVA to determine any significant difference. The study found that students increased in comprehension and motivation after strategy training. Therefore, it is suggested that EFL teachers should be familiar with using these strategies and implementing them in their classroom to train strategic readers.