The Effect of Extensive Reading on Iranian EFL Learners’ Motivation for Speaking

Abstract

The present study was conducted to investigate the effect of extensive reading (ER) on Iranian EFL learners’ motivation for speaking. The participants were 60 students from different levels (i.e., 20 elementary, 20 intermediate and 20 advanced) at an English institute in which there was a library. The participants did ER for twelve weeks (2 semesters) and studied three books (graded readers) in one week. To meet the aim of the study, a 155-item questionnaire (Gardner’s 104-item AMTB questionnaire (Gardner, 1985) and 51-item questionnaire developed by Schmidt et al., 1996) were administered to the participants. Data were analyzed using ANOVA. Results indicated that ER did not have a significant effect on EFL learners’ motivation for speaking across the three levels.