Document Type : Research article


1 TEFL Dept., Humanity Science Faculty, IAU East Tehran Branch, Tehran-Iran.

2 TEFL, Humanity Sciences Faculty, IAU West Tehran Branch, Tehran-Iran


Learners’ success is owed to various factors that may lead to individual differences. Among those contributing factors, motivation and learners’ belief as two distinct features have been investigated in this research. 120 intermediate EFL learners with age range of 15-30, studying in different English Language Institutes in Tehran participated in this study. They were asked to complete the Motivation Questionnaire (Dornyei & Taguchi, 2009) as well as the Beliefs about Language Learning Inventory (Horwitz, 1988). The results of the regression analyses revealed that there was a significant relationship between learners' motivation, learners’ belief and their reading comprehension scores. The results also indicated that 42% of variability in reading comprehension scores was predicted by Iranian EFL learners' motivation and 27% of variability in their scores was predicted by the attitudes/beliefs they adopted. In fact, both motivation and learners’ beliefs were significant predictors of the participants’ reading comprehension scores. These findings indicated that motivation and learners’ beliefs can be used to predict students’ reading comprehension scores to some degree. The implications and suggestion for further studies were also highlighted.