short-block instruction versus long-block instruction: impact on reading motivation and reading attitude

The purpose of this study was to explore the effects of 2 modes of instruction (short-block versus long-block) on iranian efl learners' reading motivation and reading attitude. for this study, 60 pre-intermediate level students who were studying in an english language institute in ahvaz were selected. they took part in a homogeneity test (oqpt) to determine their homogeneity level. then they were randomly divided into two groups, 30 learners each included, namely short-block instruction group and long-block instruction group. then the two groups were given a reading motivation questionnaire and reading attitude survey as the pre-test before treatment to determine the participants’ reading motivation and reading attitude. during the eleven-session treatment, the long-block group was taught the reading comprehension in an intensive 75-minute session, while the short-block group was taught in three short sessions (twenty-five- minute session). after the treatment sessions, the participants were given a reading motivation questionnaire and reading attitude survey as a posttest. data were analyzed through descriptive statistics and one-samples t-tests and the findings showed a significant difference between the groups. the short-block group outperformed the other groups in both reading motivation and reading attitude post-test. implications of this study could be a hint for both efl teachers and learners that teaching through short-block instruction is more effective than long-block instruction in teaching reading comprehension.