Abstract
This research aimed to develop and validate a new self-report instrument, the ESL/EFL Reading Strategies Inventory (EERSI), for investigating ESL/EFL learners' use of reading strategies when reading English informational texts. A total of 354 EFL students from a university in Bangkok, Thailand, participated in this study. An exploratory factor analysis (EFA) was conducted to determine the underlying factor structure of the instrument. A confirmatory factor analysis (CFA) was subsequently carried out to verify the results obtained from the EFA. The EFA yielded a 27-item 10-factor model, comprising various processes in three categories of reading strategies (i.e. cognitive, metacognitive, and metalinguistic approaches). The CFA indicated that the hypothesized 10-factor model exhibited a relatively good fit to the data. The EERSI has acceptable validity and reliability, and can serve as a tool for exploring ESL/EFL learners' perception regarding their use of reading strategies. Applications of the inventory are discussed.
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