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/> 4.1.1 The Questionnaire Survey Results.........35
4.1.2 Frequency of Cognitive Strategies Use........37
4.1.3 Frequency of Meta-cognitive Strategies Use.....40
4.2 Effect of Reading Strategies Instruction on Reading Proficiency.... 41
Chapter Five Conclusion.........5
5.1 Major Findings.............45
5.2 Implications............47
5.3 Limitations and Suggestion.........49

Chapter Four Results and Discussion

4.1 Frequency of Reading Strategies Use
The following table is the outcome of the raw data (items of questionnaire) treated bySPSS, which provides a variety of results, like Mean, Standard Deviation, Frequency Scale,Pearson correlation coefficient and Average mean. From table 4.1 and 4.2, it is seen that during reading, prediction is not applied by thestudents at a high frequency (average mean, 3.07), especially to predict from the structure ofthe context and from the point of author’s view. It indicates that most of the students are usedto reading without predicting in accordance with the structure of the text, which is the methodtaught by teachers in secondary schools. In fact, the students pay their attention to theparagraphs or sentences and recognize the importance before they begin reading (Item 3, .76),which is proved to be associated with reading proficiency (r =.216*). Besides, some studentshave already produced the idea of developing a certain purpose for their reading, for example,to obtain something during reading process.According to this table, the students at times apply repetition strategies (average mean,2.50). A small portion of students review important and difficult information repeatedly afterskimming.
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Conclusion

The 20-week research tries to make a survey of use of reading strategies in Englishreading of the five-year nursing college through quantitative and qualitative experimentalresults between EC and CC. The aim is to explore a method to improve the students’ readingproficiency and their English performances. The experiment gives some persuasive evidenceto confirm the influence of strategy reading instruction on English teaching.The present study lies on the basis of the statistical data from two tests and aquestionnaire. The interview data have also provided a supplement for the analyses of thoseresults. Major findings in this research are revealed below:Firstly, in term of reading strategies employment, nursing college students have neverbeen instructed systematically in reading strategies, but they may apply certain strategies,such as skipping over new words, guessing the meanings of unfamiliar words, keeping theireyes on the beginning and ending of each paragraph or the whole paragraph, skimmingrapidly for the main idea and scanning for particular information. Only a minority of studentscan employ inferences or summarizing strategy in reading, and few of them learn aboutmeta-cognitive and social/affective strategies. In fact, reading is a strategic process, which thepassages are dealt with in various ways. To gain effectiveness in reading, the students have agood control of the strategies and speed to comprehend the article. Reading, to some extent, isa mostly changeable process including a consistent application and adjustment of readingstrategies with the texts.
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