<![CDATA[This study examined the effects of Inquiry-Based Learning (IBL) and Task-Based Learning (TBL) on EFL students’ reading comprehension across varying levels of learning interest. Utilizing a 2 × 3 factorial quasi-experimental design, 72 eleventh-grade students from SMAN 1 Jatitujuh were categorized into high, medium, and low learning interest groups and assigned to either IBL or TBL instruction. Data were collected using a validated reading comprehension post-test and a learning interest questionnaire, then analyzed via two-way ANOVA. Results revealed a significant main effect of the instructional model, F(1, 66) = 64.18, p < 0.001, η² = 0.493, with the IBL group outperforming the TBL group. Learning interest also demonstrated a significant main effect, F(2, 66) = 74.75, p < 0.001, η² = 0.694. Crucially, a significant interaction effect was found between instructional models and learning interest, F(2, 66) = 14.22, p < 0.001, η² = 0.301, indicating that IBL was particularly effective for students with high learning interest. These findings underscore the need to align pedagogical models with learners’ motivational profiles to optimize reading instruction in EFL contexts.]]>
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