Examining the Relationship Between Attitude, Language Aptitude, and Reading Achievement: A Gender-Based Analysis

Aptitude and attitude are widely recognized as influential individual-difference variables in second language (L2) development and academic achievement. The present study investigated the relationships among Iranian English as a Foreign Language (EFL) learners’ language aptitude, attitudes toward language learning, gender, and reading comprehension achievement. A total of 150 pre-intermediate male and female learners from private language institutes participated in the study. Language aptitude was measured using the LLAMA aptitude tests developed by Meara (2005), and learners’ attitudes were assessed using the Beliefs about Language Learning Inventory (BALLI) designed by Horwitz (1988). At the end of the semester, a standardized reading comprehension test was administered to measure learners’ achievement. The data were analyzed using Pearson Correlations, multiple linear regression, and an independent-samples t test. The results revealed a significant positive relationship between language aptitude and reading comprehension achievement. Among the aptitude components, vocabulary learning ability emerged as the strongest predictor. Learners’ attitudes toward language learning also showed a statistically significant but moderate contribution to reading performance. However, no significant gender differences were found in reading comprehension. Overall, the findings highlighted the primary role of cognitive aptitude, particularly vocabulary learning ability, and the supportive role of attitude in EFL reading development. The study offered pedagogical implications for improving reading instruction and suggested directions for future research on individual differences in language learning. These findings may also assist educators in designing more effective, learner-centered instructional practices.