Li-Yuan Hsu

National Chengchi University, Taiwan



This paper reports findings from a study that examines Taiwanese EFL college students’ beliefs about reading in English as well as the relationships between their beliefs and language proficiency. A total of 297 college freshmen responded to a 9-item questionnaire (the English Reader Belief Questionnaire). The results indicated that three models of beliefs about reading (i.e., transmission, personal engagement, and personal interpretation beliefs) were utilized among Taiwanese college students when reading in English. Participants of this study also varied in their implicit models of reading. Specifically, students from the low-proficiency group tended to view reading more commonly as a process of the transmission of meaning from text, whereas students from the high-proficiency group tended to see reading more commonly as involving personal and affective engagement with text. However, no significant difference was found between the two groups in the category of personal interpretation.


Key Words: reading beliefs, implicit models of reading, language proficiency, L2 reading, EFL reading










關鍵字: 閱讀信念、潛在的閱讀模式、語言能力、第二語閱讀、英語教學