Extensive Reading (ER) has been widely recognized for its benefits in enhancing reading comprehension and motivation. With the growing integration of technology in ER programs, digital reading platforms such as XReading have emerged as valuable tools for engaging learners. While previous research has largely focused on the experiences of highly motivated readers, studies comparing avid and reluctant readers remain scarce. This study explores how XReading can foster Directed Motivational Currents (DMCs) among both reader types, providing insights into factors that influence their engagement with ER. By employing a mixed-methods approach, the study investigates the role of digital reading platforms in sustaining long-term motivation and proposes inclusive strategies to support learners with varying levels of reading commitment. The findings contribute to the ongoing discourse on technology-assisted ER and offer pedagogical implications for designing more effective and inclusive reading programs.