The Relationship between L2 Learning Motivations and Extensive Reading Strategy among Iranian EFL learners

This study attempts to investigate the relationship between Extensive Reading as a reading strategy and L2 learning motivations. The data for the purpose of this study were collected from 30 intermediate students who were all female and native speakers of Persian and around 15 years old studying English as their foreign language at an institute in Khorramabad. They all voluntarily participated in the Extensive Reading program of this study. The required figures were collected from students’ responses to a motivation questionnaire and their performances in Extensive Reading program as well, during the summer term (6 weeks) of 2015. Accordingly, the researcher tried to correlate these two reported figures in order to find any relation between L2 learning motivations and extensive Reading strategy. Consequently, the results suggest that there is no significant relationship between L2 learning motivation and Extensive Reading. But also, the results of this study suggest that there are various factors in language learning motivation that need to be considered to better understanding of language learning phenomena. Also this study reveals that over a half of all participants eagerly applied Extensive Reading strategy whether they motivated internally or externally.