The Impact of Strategy-Based Reading Instruction on Reading Comprehension and Reading Motivation of Taiwanese EFL Learners

Abstract

The purpose of this study is to investigate the impact of strategy-based instruction on promoting the reading comprehension skills, as well as reading motivation of Taiwanese technical students. To accomplish this study, the survey research method was employed. Eighty non-English majors' freshmen are from two different sections of English reading class participate in the study. The students are trained in a variety of reading strategies for 12 weeks. Four types of reading strategies (summarizing, predicting, questioning, and monitoring) were taught to students in the L2 reading classrooms. The effectiveness of strategic reading intervention was investigated using a pretest-posttest survey design. Methods of quantitative data collection include: (1) a pre-post reading achievement test. (2) the pre-post reading motivational questionnaire. The majored findings presented a statistically significant difference in favor of participants' reading score and motivation toward reading in the English classes. Students had better scores on the post-test than the pre-test. Additionally, a significant difference was found in students' motivation to read in English texts after this readingintervention. It implied that teaching multiple reading strategies in L2 reading contextappear to have a positive impact on students’ reading scores and motivation to read insecond language. The study provides theoretical and practice implications for Englisheducators to further develop effective reading methods to increase the success inimplementing the strategic reading instruction.