HUNG-CHANG LIAOYA-HUEI WANG2026-10-162026-10-162018-01-01Pure ID: 15273034Pure UUID: f83e3529-49cc-4c43-b4eb-d93b6fcfad9110.2224/sbp.6648https://www.scopus.com/pages/publications/85045521599https://scholars.csmu.edu.tw/handle/123456789/31171We 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 quasiex-perimental design and conducted a 15-week course. The experimental group (n = 31) received instruction in reading comprehension strategies and the control group (n = 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.12enjournal article