The first half of the 20th century has witnessed a change in language teaching and learning, especially in reading skill. It is argued that, “although for beginner readers, reading seems to be a linear, predictable and clear-cut process, various reading comprehension models have been developed to prove the complexities of reading process” [4, p.173]. However, though students have to read a large volume of academic texts in English, many of them entering university education are unprepared for the reading demands placed on them . As a result, the focus in reading research was shifted from the product of reading to the process of reading, with particular attention to strategies that readers use to assist comprehension in various reading contexts. This paper aims to find out the reading strategies that non-English majored students often used in their reading of English level B1 texts. A questionnaire was used before and after the reading strategy instruction to collect data. The findings of this research indicate that students use a wide variety of strategies in their reading English texts after receiving the intervention. Accordingly, reading strategy instruction should be taken into greater considerations by both EFL teachers and students so as to purposely activate and strengthen these strategic reading tools for students’ life-long learning.
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