本研究探索在一所大學中，台灣大一與大二學生所使用的網路英文閱讀策略。本研究結果顯示，學生在閱讀網路英文時，參考資料使用(例如:網路辭典)為最常使用的閱讀策略。其次，認知策略使用相較多於瀏覽策略與後設認知策略類別。在認知、瀏覽、後設認知策略類別上，大一與大二學生網路英文閱讀策略使用比較上，並無顯著的差異。除此之外，網路閱讀時間與學生網路閱讀策略之使用上顯示有明顯差異性。最後，學生多數認為英文網路閱讀挑戰主要源自於英文單字量與文章內容相關知識的不足。
The current research investigated Taiwanese freshman and sophomore students’ online reading strategies at a Taiwanese university. Overall, the findings showed that use of reference materials was the most frequently used online reading strategy. FEL students often employed a higher use of cognitive strategies in reading English online in comparison with the use of navigational and metacognitive strategies. No significant differences of online reading strategies across cognitive, navigational and metacognitive strategies were observed between freshmen and sophomores in the survey. In addition, a significant difference was found between the extended online reading time and students’ use of online reading strategies. Primary online reading challenges for participating EFL students in this study stemmed mainly from unknown vocabulary words, and insufficient content knowledge.
