Hung-Chang LiaoYa-Huei Wang2026-01-292026-01-292018-03-2510.2224/sbp.6648https://scholars.csmu.edu.tw/handle/123456789/3671<jats:p>We examined whether or not instructing Taiwanese students in the use of comprehension strategies when they are reading English as a foreign language, reduces their English reading anxiety and increases their English reading self-efficacy and proficiency. We used a quasiexperimental design and conducted a 15-week course. The experimental group (<jats:italic>n</jats:italic> = 31) received instruction in reading comprehension strategies and the control group (<jats:italic>n</jats:italic> = 31) received instruction by traditional teaching methods. The results show that the experimental group had less anxiety when reading English and higher proficiency than the control group. In regard to self-efficacy when reading English, the experimental group also performed better than the control group in terms of self-affirmation, perseverance, verbal persuasion, and performance overall. However, there was no statistically significant difference for learning attitude between the groups.</jats:p>journal-article