Factors Related to EFL/ESL Readers' Reading Strategy Use

Abstract

This Article systematically reviews the use of reading strategies among college-level English as a foreign/second language (EFL/ESL) learners and its relationship with two non-cognitive factors: gender and motivation. The author reviews empirical studies published from 2000 to 2017 in order to answer two research questions: (a) What gender disparities exist in college-level EFL/ESL learners' use of reading strategies? (b) How do motivation factors relate to college-level EFL/ESL learners' use of reading strategies? Findings indicate that: (1) motivation factors, including achievement goals, interest in reading, and self-efficacy, positively relate to reading strategy use. (2) gender has an influence on strategy use and female readers show higher use of reading strategies. (3) Interaction effects among factors exist. EFL/ESL learners' strategy use is shaped by multiple factors jointly.