A Survey on the Application of English Reading Strategies in Junior High School English Reading Teaching: A Case of Minle No. 2 Middle School in Beiliu County

This survey investigates students and their English teachers from two Grade 8 classes at Minle No.2 Middle School in Beiliu County. Using methods such as questionnaires, classroom observations, and interviews, it explores the current application status of reading strategies in junior high school English reading instruction. It also examines whether there are differences in the use of reading strategies among students of different genders and reading levels, as well as the approaches teachers use to cultivate students' English reading strategies. The results can be concluded as follows: (1) Most students employ reading strategies such as planning, monitoring and evaluation, perceptual processing, inferencing, and socio-affective strategies, but use self-initiation, prediction, utilization/elaboration less frequently. (2) There are significant differences in the use of monitoring and evaluation, perceptual processing, inferencing, and socio-affective strategies among students in different genders. Significant differences occur among students with different reading levels in the use of self-initiation, planning, monitoring and evaluation, perceptual processing, prediction, and utilization/elaboration. However, no statistically significant difference is found in the use of inferencing and socio-affective strategies. (3) Classroom observations and interviews indicate that teachers employ the PWP reading teaching model for in-depth reading, helping students enhance scanning, skimming, pre-reading, and re-reading skills. As for cultivating students' cultural awareness in reading, teachers emphasize contextual teaching, guiding students to explore cultural knowledge in texts, and broaden their cultural perspectives. In terms of fostering students' reading learning abilities, teachers use text analysis to uncover discourse meaning and employ predictive methods to guide students in predicting textual content. The findings of this survey are expected to provide some reference value for future research on middle school English reading teaching and offer insights into how to more effectively apply reading strategies in middle school English reading teaching in the future.