本文目標主要透過調查研究法設計來探討策略式閱讀教學法對台灣大學生英 文閱讀理解力及閱讀動機之效益。本研究以66位非英語系大二生為研究對象，實 施12週的策略式閱讀教學訓練。量化資料的收集包含前後測的閱讀測驗以及實驗 前後之英文閱讀動機問卷調查。研究者使用SPSS統計軟體分析量化資料。主要 研究結果顯示學生的英文閱讀成績及閱讀英語讀本之動機在實驗前後有著明顯的 差異。學生後側的成績優於前測的成績；問卷調查顯示學生在此教學實驗之後抱 持比較正向的閱讀態度。結果表示老師教授不同的英語閱讀策略技巧對於學生的 英語閱讀成績及閱讀動機的提升有著正面的影響。該研究提供理論及實踐的應用 來幫助英語老師進一步的發展有效的閱讀方法以提升策略式英語閱讀教學法的實施。

The purpose of this study is to investigate the impact of strategy-based instruction on promoting the reading comprehension skills, as well as reading motivation of Taiwanese technical students. To accomplish this study, the sui^ey research method was employed. Eighty non-English majors5 freshmen are from two different sections of English reading class participate in the study. The students are trained in a variety of reading strategies for 12 weeks. Four types of reading strategies (summarizing, predicting, questioning, and monitoring) were taught to students in the L2 reading classrooms. The effectiveness of strategic reading intervention was investigated using a pretest-posttest survey design. Methods of quantitative data collection include; (1) a pre-post reading achievement test. (2) the pre-post reading motivational questionnaire. The majored findings presented a statistically significant difference in favor of participants5 reading score and motivation toward reading in the English classes. Students had better scores on the post-test than the pre-test. Additionally, a significant difference was found in students5 motivation to read in English texts after this reading intervention. It implied that teaching multiple reading strategies in L2 reading context appear to have a positive impact on students5 reading scores and motivation to read in second language. The study provides theoretical and practice implications for English educators to further develop effective reading methods to increase the success in implementing the strategic reading instruction.