Motivational Strategies and Reading Comprehension

Abstract

The present study analyzed the relationship between motivational strategies and reading comprehension among English as a Foreign Language (EFL) learners at Universidad Técnica de Ambato. The main objective was to identify the motivational strategies most frequently applied in EFL lessons and determine how they influence students’ reading comprehension levels and reading techniques. This research followed a quantitative approach to collect and analyze numerical data to obtain a better understanding of the problem. In addition, the study was based on field and bibliographic research with a descriptive research design. The participants were 60 students (34 females and 26 male). Data was collected through a survey developed in Google Forms using a Likert scale. The instrument was validated through expert judgment, Aiken’s V, and Cronbach’s Alpha to ensure validity and reliability. The results revealed that the motivational strategies most frequently applied were demonstrating appropriate teacher behavior, setting clear classroom norms and expectations, and providing constructive feedback. Regarding reading comprehension levels, students showed better performance at the literal and inferential levels. In terms of reading techniques, scanning and intensive reading were the most used strategies during reading activities. The findings suggest that positive teacher behavior, clear objectives, and supportive feedback significantly contribute to students’ motivation and participation in reading tasks. Finally, the study concludes that motivational strategies play an essential role in improving students’ reading comprehension and promoting greater engagement in EFL learning contexts