Examining the Impact of Explicit Cognitive Reading Strategy Instruction on EFL Learners’ Motivation and Self-Efficacy: A Quasi-Experimental Approach

Abstract

This study investigated the effects of explicit cognitive reading strategy instruction on Jordanian EFL undergraduates’ intrinsic motivation, extrinsic motivation, and self-efficacy in academic reading, as well as the relationships among these variables following the same explicit reading instructional approach. Adopting a quasi-experimental pre-test–post-test design, 90 undergraduate EFL students were assigned to an experimental group receiving explicit instruction in cognitive reading strategies and a control group receiving conventional reading instruction. Data were collected using a validated questionnaire measuring intrinsic motivation, extrinsic motivation, and self-efficacy. Data were analysed using analysis of covariance (ANCOVA) and Pearson product–moment correlation. The results revealed statistically significant effects of the intervention on all three outcome variables. After controlling for pre-test scores, the experimental group demonstrated significantly higher levels of intrinsic motivation, extrinsic motivation, and self-efficacy than the control group, with large effect sizes. In addition, correlation analysis indicated strong positive relationships among intrinsic motivation, extrinsic motivation, and self-efficacy at the post-test stage. Specifically, both intrinsic and extrinsic motivation were strongly associated with students’ self-efficacy in academic reading. These findings suggest that explicit cognitive reading strategy instruction not only enhances EFL learners’ motivational orientations but also strengthens their confidence in managing academic reading tasks. The study highlights the value of integrating explicit cognitive strategy instruction into EFL reading courses to support both motivational and self-belief dimensions of reading development.