Motivational and Textual Factors and Affordances in Iranian EFL Learners’ Reading: Using Semi-Structured Reflections Written During Reflective Learning Process

Reading comprehension has a multidimensional nature, and different factors and affordances affect the language learners’ reading performance. The present study examined Iranian EFL learners’ reading motivation orientations and investigated the motivational and textual factors and affordances in reading, considering the learners’ reflections. The participants of the current study were 32 Iranian high school learners. The Persian translation of Motivation for Reading in English Questionnaire (MREQ) developed by Komiyama (2013) was administered to determine the participants’ orientations on the motivational dimensions. Analyzing the results of the questionnaire showed that the mean score of extrinsic motivation was higher than the mean score of intrinsic motivation. Motivational and textual factors and perceived af-fordances were also revealed using a qualitative analysis of the participants’ semi-structured reflections written during reflective learning process. The results of the questionnaire and reflections analyses can increase teachers’ awareness of the influential factors in reading based on the learners’ perceptions, and can help them provide effective feedback and appropriate learning opportunities.