Abstract
This study intended to explore Taiwanese high school students’ English literacy performance, including reading comprehension and writing, as well as their reading awareness and vocabulary competence. 111 seniors at high school level participated in this study. They were divided into three groups based on their English writing scores on the General Scholastic Ability Test (GSAT) (2010). All participants were required to take a vocabulary level test and answer a questionnaire regarding reading attitude, reading strategies, and English writing style. The major findings included, first, there were significant relationships between students’ vocabulary knowledge, reading attitude, reading strategies, and their reading comprehension scores and short essay writing scores; second, proficient students displayed significant difference from less proficient students in the above mentioned categories; third, participants’ vocabulary size, particularly words at the second 1,000 word level, significantly interacted with their reading attitude in terms of their writing performance. Fourth, proficient student writers were different from the less proficient in the average length of sentences. In light of the findings from the study, some pedagogical implications are suggested.
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