This study aims to examine the impact of reciprocal teaching through cooperative grouping intervention on different aspects of reading motivation (self-efficacy, intrinsic and extrinsic motivation). To this aim, 80 students participated in the TOEFL test as the proficiency test in order to make sure that the participants were homogenous. Then, the participants were divided into four groups: experimental (A& B) and control (A &B).Meanwhile, they were asked to fill out the reading motivation questionnaire

extrinsic motivation, intrinsic motivation, reciprocal teaching and cooperative grouping, intervention program, self-efficacy