Investigation of the Relationship between Metacognitive Reading Strategies and Motivation: The Case of Iranian EFL Learners

Journal of Teaching English Lnaguage Studies

مقاله 6، دوره 5، شماره 4، شهریور 2017، صفحه 116-128   

نویسندگان

Fatemeh Mohseni؛ Zohreh Seifoori^* ؛ Saeideh Ahangari

Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran

چکیده

This study was to investigate the use of metacognitive reading strategies, patterns of motivation as
well as the relationship between motivation and L2 readers’ metacognitive awareness and
perceived use of strategies among Iranian EFL learners. A total number of 36 intermediate students
from an English Institutes in Qazvin took part in this study. They were asked to fill in two
questionnaires: (a) a questionnaire on motivation, which was developed by Vallerand et al. (1992),
and (b) a questionnaire on Metacognitive awareness strategies in reading developed by Mokhtari
& Reichard, (2002). The results of the study revealed that: 1) In the category of metacognitive
reading strategies, problem solving was the most frequently used strategy and global and support
was the least frequently used one. 2) There was no significant difference in terms of type of
motivation among Iranian EFL learners 3) Positive relationship was found between both types of
motivation and use of metacognitive reading strategies. This study suggested that readers’
metacognitive awareness should be cultivated and strategy instruction should be integrated into
the teaching of reading.

کلیدواژه‌ها

metacognitive reading strategies؛ patterns of motivation؛ Iranian EFL learners

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