| Summary: | 碩士 === 雲林科技大學 === 應用外語系碩士班 === 98 === The purpose of the study was to investigate the effects of reading strategy instruction on English as a foreign language (EFL) graduate students’ reading comprehension. The participants were 50 first-year and second-year graduate students of a university in central Taiwan. Drawing on feasible applications of reading strategies (e.g., topic sentence, main idea, supporting/development sentences, concluding sentence), the researcher conducted this study of two regular 50-minute class periods on a weekly basis for one semester from September in 2008 to January in 2009. The research instruments included pre- /post-training questionnaires, pre- /post-tests of reading comprehension questions, and interviews. In addition to the pre- /post-training questionnaires distributed to and pre- /post-tests conducted to fifty students, the interviews with all eleven groups were carried out to explore their attitude towards reading after the reading strategy instruction. The findings of the study suggested that after the training, most students improved their reading comprehension and their attitudes toward reading became more positive. In conclusion, after reading strategy instruction, the students felt more confident and became more interested in reading English, and more importantly, the students improved their English reading comprehension. This study may provide teachers with effective ways that demonstrate how reading strategy instruction could be implemented in teaching English reading in EFL classroom settings.
Keywords: reading strategy, EFL, reading comprehension
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