Emphasizing Emotional Perspectives in Collaborative Strategic Reading to Increase Motivation to Read

Motivation plays an important part in the language learning process. However, in some collaborative techniques, students cannot collaborate effectively due to a lack of socio-emotional competence and, as a result, have low motivation to read. The current paper attempted to investigate the effects of two models of teaching reading, which are Collaborative Strategic Reading CSR and Extended Collaborative Strategic Reading (ECSR), on motivation to read. For this purpose, ۶۰ high school students were assigned to the comparison and experimental groups. The students in the comparison group received the traditional CSR, while the students in the experimental group received ECSR by integrating emotional aspects into the social side of CSR through the Collaborative for Academic, Social, and Emotional Learning (CASEL) model. The students’ motivation to read was measured using a reading motivation questionnaire before and after the interventions. Comparing the results showed that emphasizing emotional perspectives during collaborative activities can improve students’ motivation to read which can consequently lead to their language learning improvements.

کلیدواژه ها:

emotion ، motivation ، collaboration