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Questions ...... 32
3.3 Sampling of Subjects .... 32
3.4 Research Procedure ...... 33
3.5 Instruments ....... 34
Chapter 4 Discussion ...... 37
4.1 Locating Students' Reading Strategies ....... 37
4.2 Relationship Between Students' Reading Strategy........ 39
4.3 Variations in Reported Frequency of Reading Strategy........40
4.4 Training Students' EFL Reading Strategy......... 42
4.4.1 Training the Readers' Awareness of Strategies ......... 42
4.4.2 Influence of Reading Strategy Training over the Students' EFL ...... 43
4.4.3 Implications of English Reading Strategy Training ………43
Chapter 5 Conclusion..... 44

Chapter 4 Discussion

4.1 Locating Students' Reading Strategies
This section is directed to identify the reading strategies used by Senior Three EFLreaders. Tables 4.1 and 4.2 illustrate the top 12 and the 12 less frequently used EFLreading strategies as identified in the ERSISMiSS. The results of the questionnaire phase with 127 students indicate that there is nostatistically significant relationship between reported frequency of reading strategy andthe reading achievement level, as is manifested by the reading pretest, at which studentsare working at the time of the survey (r= .164, p=091>.OS), a finding which does notaccord with the results of most studies in this field. Mean reported frequency of strategyuse is 2.747. A closer examination with the frequency of EFL reading strategy reveals that most ofthe highly frequently used EFL reading strategies by good poor readers overlap (asshown in Table 4.6). So it is with the least frequently ones (as shown in Table 4.7). It isinteresting to note that all the top ten EFL reading strategies used by good and poorreaders are cognitive ones, while there is a slight difference between the two groups ofreaders with the bottom ten strategies. 40070 of the good readers' bottom ten strategiesare cognitive, while 80070 of the poor readers' bottom ten strategies are metacognitive.
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Conclusion

1 .There is no statistically significant relationship between reported frequency ofreading strategy and the pre-test reading achievement level, but there is a statisticallysignificant relationship between reported frequency of reading strategy and thepost-test reading achievement level. The students are aware that they should takeresponsibility for their own study but they have no clear ideas about reading strategies orhow to develop the reading strategies which best suit them.
2. There is no statistically significant relationship in EFL reading strategy betweengood and poor readers. Good language learners employ more reading strategies than poorones. Teachers need to train students in reading strategy. It is better to integrate strategiesin their daily studies with that in classroom teaching so as to demonstrate to the studentsthe specific applications of the strategies and to promote the transfer of the strategies tonew tasks.
3. Social/Affective strategies represent a broad grouping that involves eitherinteraction with another person or ideational control over affection. Generally, they areapplicable to a wide variety of tasks. It is reported that EQ takes up 80070 of the causesof a person's success. But in this study, students use the least social strategies. It must beemphasized in the future.
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