The Interplay between Meta-cognitive Strategies and Reading Speed

The aim of this study was to investigate the interplay between meta-cognitive strategies and reading speed in Chinese EFL learners. This paper employed the method of empirical research, and randomly selected 87 Chinese students from a university in Jilin province as the survey objects. 87 Chinese EFL learners aged from 19 to 22 years who were enrolled in the required English class participated in this study. Questionnaire related to students’ meta-cognitive strategy was administered and a reading comprehension test was to evaluate students’ reading speed. The correlation coefficient was used to analyze the data. Results have shown that there is a positive relationship between students’ meta-cognitive strategy use and reading speed. In terms of meta-strategy categories, the three groups of reading speed showed the same priority of strategy use in the reading speed test. The findings indicate that the strategy use functions as the predictor of the learners’ reading proficiency level.