THE RELATIONSHIP AMONG IRABIAN EFL STUDENTS’ GENDER-ORIENTED CONTENT FAMILIARITY, MOTIVATION FOR READING, AND READING COMPREHENSION PERFORMANCE

 

Content                                                                                                                   Page

CHAPTER ONE: INTRODUCTION

     1.0.Introduction……………………………………………2

     1.1.Preliminaries……………………………………………… …2

      1.2.Statement of the Problem………………………………… ….6

      1.3.Significance of the Study………………………………… ….6

      1.4.Objectives of the Study and Research Questions…………….7

CHAPTER TWO: LITERATURE REVIEW

     2.0.Introduction……………………………………………… ….9

     2.1.Gender Differences in Language Learning……………… ….9

     2.2.Gender-Oriented Content Familiarity………………………..12

     2.3.Reading Motivation…………………………………………..20

 

CHAPTER THREE: DESIGN AND METHOD OF THE STUDY

     3.0.Introduction………………………………………………….35

     3.1.Participants……………………………………………………35

     3.2. Instruments…………………………………………………..36

          3.2.1. Motivation for Reading Questionnaire (MRQ)……….36

          3.2.2. Oxford Quick placement Test (OPT)………………….38

          3.2.3. The reading Comprehension Test…………………… ..39

     3.3. Procedures for Data Collection and Data Analysis……… …39

 

Content                                                                                   Page   

CHAPTER FOUR: RESULTS AND DISCUSSION

40. Introduction………………………………………………….42

     4.1. Results………………………………………………………42

          4.1.1. statistical Description of the Collected Data………….42

         4.1.2. The Difference Between Male and Female Students in

          Reading Comprehension Performance……………………….44

          4.1.3. The Correlation Between Reading Motivation and reading

          Comprehension………………………………………………..46

            4.1.4. Predicting the Most Relevant Aspect of Reading

          Motivation to Reading Comprehension……………………….48

     4.2. Discussion……………………………………………………51

CHAPTER FIVE: CONCLUSION

     5.0. Introduction……………………………………………… …56

     5.1. Summary of the Study…………………………………… …56

     5.2. Conclusion………………………………………………… ..58

     5.3. Pedagogical Implications of the study…………………… …59

     5.4. Limitations of the Study………………………………… ….60

     5.5. Suggestions for Further Research………………………… …61

References………………………………………………………………………62

 

Appendices

Appendix A: Reading Motivation Questionnaire………………………71

Appendix B: Oxford Quick Placement Test…………………………….79

Appendix C: The Reading Comprehension Test……………………89

List of Tables

 

Table                                                                                  Page

Table 3.1. The frequency of the participants based on gender………….42

Table 4.1. The mean score of the participants in the general proficiency

 test and in the reading comprehension test…………………………..….43

Table 4.2. Descriptive statistics of males’ performance on the reading

Comprehension test………………………………………………………43

Table 4.3. Descriptive statistics of females’ performance on the reading comprehension test………………………………………………….…….43

Table 4.4. Descriptive statistics of the proficiency score…………………44

Table 4.5. The repeated measures test of the difference between male and female students in reading comprehension performance……………   ….44

Table4.6. The correlation between reading motivation and reading comprehension…………………………………………………………….47

Table 4.7. The multiple regression for determining the most relevant aspects

of reading motivation to reading comprehension……………………..….49

 

List of Figures

 

Figure                                                                                                                              Page   

Figure 4.1. The estimated marginal means of the difference between males

and females in reading comprehension performance………………………45