ChnStd  Vol.2 No.4 , November 2013
Exploring the Useful Reading Strategies among EFL College Students in Taiwan*
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.
Cite this paper: Kun, S. (2013). Exploring the Useful Reading Strategies among EFL College Students in Taiwan*. Chinese Studies, 2, 193-196. doi: 10.4236/chnstd.2013.24031.

[1]   Bock, S. (1993). Developing materials for the study of literature. English Teaching Forum, 31, 3-9.

[2]   Carter, H. L. J., & McGinnis, D. J. (1967). Reading: A key to academic success. Dubuque, IA: WM. C. Brown Company Publishers.

[3]   Casanave, C. P. (1988). Comprehension monitoring in ESL reading: A neglected essential. TESOL Quarterly, 22, 282-302.

[4]   Dole, J. A., Duffy, G. G., Roehler, L. R., & Pearson, P. D. (1991). Moving from the old to new: Research on reading comprehension instruction. Review of Educational Research, 61, 239-264.

[5]   El-Koumy, A. S. A. K. (2004). Metacognition and reading comprehension: Current trends in theory and research. ERIC Document No. ED 490569, Washington, DC: American Educational Research Association.

[6]   Gagné, E. D. (1985). The cognitive psychology of school learning. Boston, MA: Little, Brown and Company.

[7]   Keene, E., & Zimmermann, S. (1997). Mosaic of Thought: Teaching Comprehension in a Reader’s Workshop. Portsmouth, NH: Heinemann.

[8]   Lin, W. Y. (2005). Investigating Taiwanese Spanish learners’ metacognitive awareness in reading: A case study of Spanish students at Providence University in Taiwan. Unpublished Master Dissertation, Taichung: Providence University.

[9]   Nuttall, C. (1982). Teaching reading skills in a foreign language. London: Richard Clay Ltd, Bungay, Suffolk.

[10]   Oxford, R. L. (1992/1993). Language learning strategies in nutshell: Update and ESL suggestions. TESOL Journal, 2, 18-22.

[11]   Paulson, C. B., & Bruder, M. N. (1976). Teaching English as a second language: Techniques and procedures. Cambridge, MA: Winthrop Publishers, Inc.

[12]   Pearson, P. D., & Fielding, L. (1991). Comprehension instruction. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.). Handbook of reading research (Vol. 2, pp. 815-860). New York: Longman.

[13]   Perkins, D. N. (1992). Smart schools: Better thinking and learning for every child. New York: Free Press.

[14]   Pressley, M., Johnson, C. J., Symons, S., McGoldrick, J. A., & Kurita, J. A. (1989). Strategies that improve children’s memory and comprehension of text. The Elementary School Journal, 90, 3-32.

[15]   Schunk, D. (1997). Self-monitoring as a motivator during instruction with elementary school students. ERIC Document No. ED 404035, Washington, DC: American Educational Research Association.

[16]   Vacca, R. T. (1981). Content area reading. Boston, MA: Little, Brown and Company.

[17]   Vacca, R. T., & Vacca, J. A. L. (1986). Content area reading. Boston, MA: Little, Brown Company.

[18]   Wardhaugh, R. (1969). Reading: A linguistic perspective. United States of America: Harcourt, Brace & World, Inc.