Abstract

Reading motivation plays a critical role in English language learners’ academic success, particularly in contexts where exposure to authentic English texts is limited. Saudi EFL university students often face challenges in sustaining engagement and self-confidence during reading tasks, which can hinder comprehension and overall language development. Leveraging digital tools such as Learning Management Systems (LMS) offer potential to enhance motivation, autonomy, and reading competence for these learners. This study investigated the impact of LMS on reading motivation among Saudi EFL university students through a quasi-experimental, mixed-method design. Sixty intermediate-level learners were divided into two groups: an experimental group that received reading instruction via the Oxford Q: Skills for Success Online platform integrated within an LMS, and a control group that followed conventional classroom instruction. Quantitative data was collected using the Motivations for Reading Questionnaire (MRQ) administered before and after the intervention. Paired and independent t-tests revealed significant gains in the experimental group’s motivation, while no significant changes were observed in the control group. Complementary qualitative data from semi-structured interviews with six experimental participants were analyzed thematically. Thematic analysis identified three key factors enhancing reading motivation such as digital feedback and progress visibility, structure and clarity, and collaboration and social learning. The integration of LMS features fostered greater learner autonomy and self-efficacy by transforming reading into an interactive and goal-oriented experience. These findings highlight the pedagogical value of LMS-supported environments in enhancing EFL learners’ motivation and engagement, suggesting implications for digital reading instruction in higher education contexts.