Abstract
The major purpose of this study was to understand what the reading strategies the EFL students use more or less among EFL college students in Taiwan. The study focused on three hundred and ninety-eight EFL college students coming from seven colleges located in the north, central, and south Taiwan. The research instrument was a questionnaire modified from Wan-Yin Lin’s Chinese reading strategies questionnaire (2005). The collected data used the Statistical Package for the Social Sciences (SPSS) version 13.0 to analyze the results. The findings of study included the following: first, higher grade students had more variety in using reading strategies than lower grade students; and second, the higher grade students tended to use integrated strategies more than lower grade students. According to the research findings, the researcher provided some recommendations, such as teachers could be better guiders to help students understand the importance of reading in language learning. They can not just focus on teaching listening and speaking, and should enhance the balance development in integrated reading strategies that helped students could read fluently any English materials.
Highlights
From junior high to senior high, students usually learn the four English skills of speaking, listening, reading, and writing step-by-step
The following findings emerged: 1) In the first reading situation “when I read English material”, strategy 2 “I focus on the first sentence of each paragraph for helping me understand the main points of the whole paragraph”, strategy 5 “I write Chinese annotation on the margin for vocabulary words I don’t understand during reading”, and strategy 7 “I predict the contents’ main points through the articles” were most used by the most freshmen, sophomore, junior, and senior students
The purpose of this study was to investigate the use of reading strategies among EFL college students in Taiwan
Summary
From junior high to senior high, students usually learn the four English skills of speaking, listening, reading, and writing step-by-step. Pauston and Bruder (1976) reported that when people learned the four skills of speaking, listening, reading, and writing in a second language, reading was usually the skill that English as Foreign Language (EFL) students really wanted to learn and acquire. The study focused on exploring the use of reading strategies among EFL college students in Taiwan and examined which reading strategies students usually used or did not use for understanding the English materials. The following questions guided this study: 1) Did Taiwanese EFL college students use reading strategies to help them read? What reading strategies did they use more for helping them understand contents? The following questions guided this study: 1) Did Taiwanese EFL college students use reading strategies to help them read? If so, what reading strategies did they use more for helping them understand contents?
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