Iranian Educational Psychology Association Iranian Journal of Learning and Memory 2645-5447 3 12 2021 01 01 Short-Block Instruction Versus Long-Block Instruction: Impact on Reading Motivation and Reading Attitude 61 74 126798 10.22034/iepa.2021.252411.1220 EN Ehsan Namaziandost Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran 0000-0002-8393-2537 Abbas Pourhosein Gilakjani Department of English Language Translation, Islamic Azad University, Lahijan Branch, Iran. 0000-0002-0135-4105 Goodarz Shakibaei Assistant Professor, Department of English, Faculty of Humanities, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran Journal Article 2020 10 27 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. https://journal.iepa.ir/article_126798_452686dfd4ef6e1d9189fb795acbd1f5.pdf