The Impact of Machiavellianism on EFL Reading Comprehension: The Role of Reading Comprehension Test-Taking Strategies Instruction

Understanding the psychological traits influencing second language reading comprehension is a critical focus in applied linguistics research. However, the role of Machiavellianism in reading comprehension is unexplored. Therefore, this study scrutinized the impact of Machiavellianism behaviour on Iraqi EFL learners’ reading comprehension. Furthermore, the study aimed to explore the usefulness of reading comprehension test-taking strategies instruction for Machiavellianism lower-level and higher-level learners. The study followed a quasi-experimental design. Through convenience sampling, a total of 42 male students were chosen to participate in the study. The students’ first language was Arabic. Oxford Quick Placement Test was utilized to ensure the homogeneity of participants, who were at intermediate EFL proficiency level. The MACH-IV, a 20-item scale developed by Christie and Geis, was employed to gauge the participants’ level of Machiavellianism. The reading section of a paper-based TOEFL was utilized to measure the participants’ EFL reading comprehension. Moreover, the Reading comprehension test-taking strategies presented in ‘Longman Complete Course for the TOEFL Test ‘ were taught to the Participants as treatment. SPSS version 26 was used to analyse the data. The results of independent samples t-test revealed no significant difference between the Machiavellianism higher-level Group and the Machiavellianism lower-level Group in relation to EFL Reading Comprehension. Besides, the results of ANCOVA revealed that Reading comprehension test-taking strategies instruction did not affect reading comprehension of EFL learners with lower and higher levels of Machiavellianism differently. These findings offer theoretical insights into the limited role of personality traits in reading comprehension and suggest pedagogical implications about reading strategies instruction.