Given the fact that reading is considered as a crucial language skill through which the reader can interact with the author to obtain the required information for the higher communication and participation in the current literary society (Walker in Diagnostic teaching of reading: techniques for instruction and assessment, Merril, Columbus, 2000), the present study contributes to the important, yet, a small body of research on the impact of reading emotions and reading engagement on reading comprehension. In so doing, a sample of 220 Iranian English as a Foreign Language learners from different language institutes were requested to complete English Language Learners’ Reading Emotions Scale, English Language Learner’s Reading Engagement Inventory as well as taking three tests of reading comprehension. The findings disclosed the mediating role of reading engagement in the relation between reading emotions and reading comprehension. Moreover, the results revealed that reading emotions and reading engagement can significantly predict reading comprehension. In the end, to assist the policymakers and material developers in meeting the operational challenges of reforming the prevalent materials, the results and the implications of the study for research and educational practices are discussed.

中文翻译：

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阅读情绪对阅读理解的贡献：使用结构方程建模方法的阅读参与的中介作用

鉴于阅读被认为是一项至关重要的语言技能，读者可以通过阅读器与作者互动来获得所需的信息，以便在当前文学社会中进行更高程度的交流和参与（阅读诊断学中的沃克：教学和评估技术） （Merril，Columbus，2000），本研究对阅读情绪和阅读参与对阅读理解的影响的重要的一小部分研究做出了贡献。为此，我们要求从不同语言学院抽取220名伊朗英语作为外语学习者，以完成英语学习者的阅读情感量表，英语学习者的阅读参与度调查问卷，并接受三种阅读理解测试。研究结果揭示了阅读参与在阅读情绪与阅读理解之间的关系中所起的中介作用。而且，结果表明阅读情绪和阅读参与度可以显着预测阅读理解。最后，为了帮助决策者和材料开发人员应对改革现有材料的操作挑战，讨论了研究的结果和对研究和教育实践的意义。