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چکیده
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This study aimed at investigating the relationship between Telegram use and Iraqi primary school EFL students’ reading comprehension, motivation, and attitude. For this purpose, 100 primary school students aged between 8 and 12 years old, who were enrolled in EFL classes participated in the present study. This study used a cross-sectional correlational research design and the data were collected using three questionnaires, namely the Social Media Use Survey, the Motivation to Read Profile (MRP), and the Reading Attitude Survey (RAS), and a reading comprehension test. The results showed a strong correlation between primary school learners’ usage of Telegram and their reading comprehension abilities. Learners using Telegram exhibited improved comprehension skills, which may have been caused by the platform's interactive and group aspects. Furthermore, it was shown that Telegram usage positively correlated with EFL reading motivation, highlighting the contribution of social media to the creation of a motivating and encouraging language learning environment. In addition, it was found that there was a significant positive correlation between Telegram use and reading attitude among Iraqi primary school EFL students. The part on pedagogical implications offers useful suggestions for educators and legislators, with a focus on incorporating Telegram into EFL lessons to improve students' reading comprehension, motivation, and attitudes.
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