本研究旨在分析英文閱讀焦慮與閱讀策略使用之關係、探討不同「學習英文年數」及「每週英文閱讀時數」分別在閱讀焦慮及閱讀策略使用上的差異性，並針對高閱讀焦慮學生與低閱讀焦慮學生的閱讀策略使用加以探討比較。
本研究以一百三十位大學生為研究對象，採問卷調查方法進行資料蒐集，研究工具包括基本資料調查表、英文閱讀焦慮量表 (Saito, Horwitz, & Garza, 1999)、以及閱讀策略使用量表 (Mokhtari & Sheorey, 2002)。根據英文閱讀焦慮量表的結果，再分出高閱讀焦慮學生及低閱讀焦慮學生。調查結果分別採用敘述統計資料、單因子變異數、皮爾遜積差相關與獨立樣本t檢定等統計方法加以分析。
本研究的主要結果顯示，英文閱讀焦慮與閱讀策略使用呈現負相關。再者，「學習英文年數」對閱讀策略之使用有所影響，而「每週英文閱讀時數」則影響學生的英文閱讀焦慮程度。此外，高閱讀焦慮與低閱讀焦慮學生在整體閱讀策略使用上並無顯著差異，但仍有某些個別閱讀策略在使用上有顯著差異。

This study examined the relationship between English reading anxiety and reading strategy use, explored the differences in reading anxiety and reading strategy use according to individual variables (i.e., the length of time having learned English and the amount of time spent weekly reading in English), and compared the differences in reading strategy use between High-Anxiety Readers and Low-Anxiety Readers.
One hundred and thirty university students completed the background questionnaire, the Foreign Language Reading Anxiety Scale (FLRAS) (Saito, Horwitz, & Garza, 1999), and the Survey of Reading Strategies (SORS) (Mokhtari & Sheorey, 2002). High-Anxiety Readers (HAR) and Low-Anxiety Readers (LAR) were grouped based on the results of the FLRAS. Descriptive statistics, one-way ANOVA, Pearson product-moment correlation, and independent sample t test were used to analyze the collected data.
The results showed that reading anxiety negatively correlated with reading strategy use. As for the influence of individual variables, different length of time having learned English affected reading strategy use while different amounts of time spent weekly reading in English affected reading anxiety levels. Besides, thought significant differences in overall reading strategy use as well as in the three subcategories were not found between the HAR and the LAR, some individual reading strategies were used significantly differently between these two groups.

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