Taiwanese EFLs' Metacognitive Awareness of Reading Strategy and Reading Comprehension

摘要

The study aims to identify the types of metacognitive awareness of reading strategies that Taiwanese EFLs (English as Foreign Language) used at medical junior colleges. In addition, metacognitive awareness of reading strategies were investigated to discover whether or not it affects students' English reading performance, specifically in reading comprehension. A total of 454 junior college students participated in the study. The results indicated that problem-solving reading strategies were used the most, followed by globe reading strategies, whereas support reading strategies were used the least. Regarding of the effects of variables on English reading performance, overall reading strategy use, and problem-solving reading strategies each significantly predicted students' reading comprehension. It's hoped that the finding could be helpful for further study as well as teaching.