本研究主要目的為探討台灣高職學生使用英文閱讀策略之情形。主要探討問題包括 (1)台灣高職學生使用英文閱讀策略之頻率為何？ (2)台灣高職學生英文閱讀策略的使用與其英語程度是否有顯著相關？ (3)台灣高職男生和女生使用英文閱讀策略上是否有顯著差異？ (4)台灣高職學生對英文閱讀策略使用的觀感為何？本研究受測對象為152位台灣北部的高職二年級學生。此研究採用兩種工具，主要的工具為根據 Cohen & Chi (2002) 和Oxford (1990) 所編製的閱讀策略量表，此量表包括五大部份共32題的黎克型測驗，要求受測者根據實際情形，勾選出適當之閱讀策略使用頻率。另一項工具為訪談，包括十個問題。研究結果顯示，在五大類英文閱讀策略中，補償策略最常被使用。而就個別策略而言，翻譯策略最常被使用。此外，研究發現台灣高職學生英文閱讀策略的使用與其英語程度或性別皆有顯著相關。最後，希望此研究的結果，能對目前台灣高職學生的英文閱讀策略使用情形有更深入之了解，並能進一步提昇高職學生的英文閱讀能力。

The purpose of the study was to investigate the EFL reading strategies used by vocational high school students in Taiwan. The research questions in the study are: (1) What is the frequency of EFL reading strategies used by vocational high school students in Taiwan? (2) Are there any differences between proficient and less proficient vocational high school students in their use of EFL reading strategies? (3) Are there any differences between male and female vocational high school students in their use of EFL reading strategies? (4) What are vocational high school students’ attitudes toward EFL reading? The participants of the study were 152 11th grade students at a vocational high school in northern Taiwan. The present research adopted two instruments. The main instrument was a questionnaire designed mainly based on Cohen and Chi (2002) and Oxford (1990). The questionnaire includes five sections of 32 items which ask the participants to report the frequency with which they use certain EFL reading strategies. The other instrument was an interview guide used to probe participants’ reading strategies. Regarding the findings of the current study, the category “compensation” had the highest frequency, and among the individual strategy items, “translating” was most frequently used. In addition, the present study demonstrated that there were significant differences in proficiency and gender regarding EFL reading strategy use. Finally, the results of the present study will enrich our understanding of EFL reading strategies used by vocational high school students in Taiwan and further improve vocational high school students’ English proficiency.

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