This study was aimed at determining students' reading habits in English as a Foreign Language through the implementation of reading corners and workshops, and how teachers and parents motivate students to enhance reading habits. The participants were 63 English teachers, 374 parents, and 1300 students who belonged to eighth, ninth, and tenth years of high schools in the coast, sierra, and Amazon regions of Ecuador. A mixed-method approach with qualitative and quantitative methods was used to collect and analyze data for six months. The instruments applied were students, teachers, and parents' questionnaires, observation sheets, and teachers' and authorities' interviews. The results of this research showed that students' EFL reading habits were very weak before the intervention. Most of the teachers and some parents motivated students to improve their EFL reading skills through different techniques, strategies, activities, and educational resources; however, the implementation of workshops and reading corners contributed to enhancing this skill.