Abstract
Reading in English as a Foreign Language (EFL) has received a great deal of attention in foreign language teaching, and EFL reading is still crucial in most countries. This study aimed to assess the reading motivations and metacognitive strategies used by sophomore English majors in three universities in China to find out how the variables differ and relate. This research involved 429 respondents from three different universities. 429 valid questionnaires were retrieved. Findings show that there are significant differences in Chinese English majors’ reading motivations in terms of sex, types of university, and home location. And there exists strong relationship between reading motivations and metacognitive strategies.
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