Abstract
This study revealed the relationship between L1 (Mandarin Chinese) and L2 (English) strategy use in L2 reading comprehension by focusing on the correlation of L1 reading ability, L2 proficiency and employed reading strategies. The participants, 222 undergraduates learning English as a foreign language (EFL), were classified into skilled and less-skilled groups. Almost no difference of strategy use is confirmed between skilled and less-skilled readers in reading L1 material, whereas in L2 that skilled readers use more strategies is confirmed within various categories to increase their comprehension than their less-skilled counterparts. Specific reading strategies are identified differentiating skilled from less-skilled readers.
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