Integration of multiple tasks of comprehension of reading texts into freshman English classes

Abstract

This study uses McCarthy’s 4MAT model to analyse 24 tasks of comprehension of the text used among 77 Taiwanese EFL college learners in freshman English classes in northwest Taiwan. The study found out that these 24 tasks included features specifically for type I and II learners, but failed to include features for type III and IV learners. In order to effectively integrate McCarthy’s 4MAT model into reading instruction for EFL learners, three elements should be taken into consideration: learners’ different learning styles, reading comprehension strategies, and flexible grouping.