Quantum-based reading intervention and EFL learners’ motivation and academic self-efficacy: Quantitative and qualitative evidence from a semester-long study

Abstract

The purpose of this study was to examine the effect of quantum-based reading intervention (QBRI) on EFL learners’ motivation and academic self-efficacy as two dynamic learner-related constructs over a sustained instructional period. To this aim, an embedded mixed-methods quasi-experimental pretest-posttest design with a comparison group was employed. The quantitative participants were Bachelor of Arts (BA) English students selected through criterion-based convenience sampling and assigned, through intact classes, to an experimental group receiving the QBRI and a control group receiving standard reading instruction with the same reading materials and instructional time. The qualitative phase included purposively selected learners from the experimental group, who completed weekly electronic journals on reading goals, effort, confidence, feedback, persistence, and perceived academic capability. Motivation and academic self-efficacy were measured before and after the intervention, and since the normality assumption was not met, the data were analyzed through non-parametric procedures. The findings indicated that the experimental group showed stronger post-intervention gains in motivation and academic self-efficacy than the control group. Moreover, within-group comparisons revealed meaningful improvement from pretest to posttest among learners who experienced QBRI. The qualitative findings supported the quantitative results, suggesting that the learners became more goal-directed, persistent, reflective, and confident in handling difficult reading tasks. In the end, the study suggests that QBRI can provide EFL teachers and curriculum designers with a practical model for enhancing motivation and academic self-efficacy through goal-setting, self-monitoring, collaborative interpretation, context-sensitive feedback, and reflective journaling.