Shabestari Khiabani, neda

The Relationship among Reading Engagement an‎d Reading Mindset: Iranian EFL Learners in Focus

Reading mindset an‎d reading engagement are two main factors in developing important reading skills an‎d also shaping how people interact with texts. This study investigated the relationships between reading mindset an‎d reading engagement within the context of Iranian EFL learners. The participants of this study were 503 Iranian EFL learners who were all undergraduate university students from both genders aged between 18 an‎d 29. Two different questionnaires were used in this research. The Reading Engagement Questionnaire was researcher-developed based on items adapted from several previous studies. The second questionnaire is the Language Mindset Inventory, developed by Lou an‎d Noels (2017). To examine the validity of these two questionnaires, both exploratory factor analysis an‎d confirmatory factor analysis were conducted. Next, the Pearson correlation coefficient was used to examine the relationship between reading mindset an‎d reading engagement. Validation of the two questionnaires indicated their sufficient validity among Iranian EFL learners. The findings showed that there was a significant negative relationship between fixed mindset an‎d reading engagement, an‎d also a significant positive relationship between growth mindset an‎d reading engagement. This study has implications for English language professionals an‎d educators regarding different dimensions of learnersʹ mindsets to improve their reading engagement.