Abstract:
The main objective of this study was to asses motivational techniques teachers use to teach reading in EFL classroom. To this end, all Grade Nine English teachers and 128 sample students were systematically selected from all 624 students who were learning in this grade level. All the sample teachers were interviewed on their actual practices they did when the taught reading and they were observed once a week and four times in a month. The sample students were given a questionnaire about their classroom teachers’ practices to crosscheck the observed practices with the responses from the questionnaire. Qualitative and quantitative approach were employed to analyze the data which was gathered from the selected target group of the stud.As a solution, six recommendations were given in the report. First, classroom teachers ought to give equal emphasis to all the macro language skills. Second, the method of presenting the reading lessons ought to be more interesting and more contextualized. Third, the time allotted to the practice stage of reading should be considered. Fourth, the reading practice in the classroom should be more of real-like practice. Fifth, students should be motivated using different techniques to increase their motives to practice. And sixth, every reading lesson should be prepared in line with the three stages of teaching reading. Moreover, the students’ perception about the reading skill and its significance in their academic career and daily lives should be changed positively. By altering the teachers’ perception of teaching reading as a crucial point, the practice of teaching reading using different techniques can be improved
