learning style, self efficacy and intrinsic motivation as predictors of iranian ielts reading comprehension

this thesis attempts to measure learning styles, self efficacy and intrinsic motivation as predictors of iranian ielts reading comprehension. in order to address this issue, a quantitative study was conducted on some randomly selected intact students at ferdowsi university. these two groups were assigned as they were undergraduate (ba=91) and graduate (ma =74) students; they were all aged between 22 and 30. it was particularly hypothesized that the students taught according to the ielts would score higher in the post-test than in the pre-test and that there would be statistically significant differences at the level of .05 between the post-test mean scores of the experimental group and the control group. examining the variables of research- learning styles, self efficacy and intrinsic motivation as predictors of iranian ielts reading comprehension were used with the experimental group while the control group was exposed to traditional, non-communicative, instruction using structurally based methods, such as the audio-lingual method. a pre-test was administered to both groups at the beginning of the experiment to ensure that they had the same language background. at the end of the experiment, a post-test was assigned to both groups to determine whether the indicators had positively affected the students reading comprehension. the experiment lasted approximately seven weeks of the first semester of 2014.