A number of studies maintain that English language learners’ comprehension can be
improved by fostering awareness of reading comprehension strategies. The findings for
this study revealed two EFL adult learners’ utilization and understanding of reading
strategies during reading. The first case indicates that a prolonged, regular, and constant
reading strategy instruction is needed and more efforts need to be made regarding how to
help struggling readers use more metacognitive strategies to comprehend English texts.
The second case suggests that teachers should choose reading materials that are slightly
above students’ current English proficiency level in order to stimulate students to adopt
more reading strategies to deal with more challenging English texts. In addition, students
are often unconscious about their utilization of reading strategies; therefore, it is teachers’
responsibility to make students “visualize” the process of their own thinking. Teachers’
demonstrations of think-aloud while reading can assist students in better understanding how
to use reading strategies. The findings of this study could potentially become a reference
for in-service teachers in Taiwan or for similar case studies investigating EFL students’
understanding and utilization of reading strategies.
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