Strategies Used in EFL Reading Comprehension: The Case Study of Seven Chinese High School Students

Authors

  • Bo Wang
  • Xuejiao Leng

DOI:

https://doi.org/10.5296/ijld.v13i3.21122

Keywords:

EFL reading, reading strategy, high school education

Abstract

Reading skill plays an important role in the English education in China especially when English reading is tested on an exam paper. Using a delayed retrospective questionnaire, this paper aims at eliciting EFL reading strategies from seven Chinese high school students. The results show that most of the students are able to adopt cognitive strategy in their reading progress such as memorizing, using background knowledge, underlining the key information, and finding clues from the context. However, low proficiency students tend to use less strategies than high proficiency students due to either limited English competence or the lack of self-confidence. In addition, all of them also adopt testing strategies such as skimming and scanning, but very few have the awareness of meta-cognitive strategy that refers to self-reflection on effective EFL learning method. Pedagogical implications are discussed and possible suggestions are proposed for this EFL community.

Author Biographies

Bo Wang

Department of English and Applied Linguistics

De La Salle University, the Philippines

Xuejiao Leng

University of Perpetual Help, the Philippines

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Published

2024-06-17

How to Cite

Wang, B., & Leng, X. (2024). Strategies Used in EFL Reading Comprehension: The Case Study of Seven Chinese High School Students. International Journal of Learning and Development, 13(3), 77–92. https://doi.org/10.5296/ijld.v13i3.21122

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