حسن سودمندافشار

The purpose of present study was to determine the relationships among willingness to communicate, self-regulation, motivation and reading comprehension. Also, this study attempted to explore which of the independent variables (SR, WTC, and motivation) could significantly predict EFL learners’ reading comprehension achievement. The subjects included 289 EFL learners at Kish-e-Mehr and IT institutes in Qazvin province. They were placed in three different levels of Advanced, Intermediate, and also Beginner based on Oxford Placement Test (OPT). They were asked to answer the following questionnaires: ‘Willingness to Communicate Questionnaire’ developed by Clément and Conrod (2001) and adapted by Ghanbarpour (2014), ‘Self-regulation Trait Questionnaire’ designed by O’Neil and Herl (1998) and adapted by Dehghan, Mirhassani and Akbari (2006), and ‘Motivation Questionnaire’ developed by Dörnyei (2009) and translated into Persian by Taguchi, Magid, and Papi (2009). In addition, three tests of KET, PET, and FCE in three levels of Basic, Intermediate, and Advanced devised by Cambridge ESOL Examinations were administered to the subjects of the study, respectively. In order to answer the first research question, Pearson product moment correlation was used, the results of which showed that there was statistically significant relationship among self-regulation, willingness to communicate, motivation and reading comprehension achievement. In order to answer the second question Multiple regression was used and it was found that self-regulation had the strongest contribution to explaining reading comprehension. Finally, The last research question sought to investigate if there was any significant relationship among self-regulation components (planning, self-checking, self-efficacy, and effort), and Iranian EFL learners’ reading comprehension. The findings showed that all the self-regulation components are positively correlated with reading comprehension achievement.