An Investigation into the Reading Abilities in English of Chinese College English Major Students: A Case Study

Main Article Content

Yuanyuan Xu
Anchalee Chayanuvat


In fact, many Chinese students still have great difficulties in reading comprehension even after many years of English learning. Thus, the objectives of this survey study were 1) To identify the reading abilities of 285 Chinese college English major students from Year 1 to Year 4. and 2) To compare the reading abilities of students studying in Year 1 to Year 4 of a Chinese college in terms of compares their strengths and weaknesses in reading. The participants including 285 English major students from Yunnan Minzu University. A standardized English Reading Test was the main instrument used to identify the reading ability levels of these four groups. The questionnaire collects the factors that influence students’ reading speed in the test. Semi-structured interviews used to collect the students’ thoughts and opinions about the test. The findings of the study revealed that the English reading abilities of Year 1 students were significantly lower than upper years. According to the questionnaires, both junior students and senior students believed that their weak reading abilities lay in the lack of vocabulary and reading strategies. Judging from the semi-structured interview data, students' poor English reading ability is not only due to their own problems but also due to teachers' neglect of reading strategy training and incorrect teaching methods. According to the study, students can find useful ways to improve their English reading abilities and teachers can find ways to support their students and design teaching and learning in the future.


Download data is not yet available.

Article Details

How to Cite
Xu, Y., & Chayanuvat, A. (2021). An Investigation into the Reading Abilities in English of Chinese College English Major Students: A Case Study. Journal of Rattana Bundit University, 16(2), 39–53. Retrieved from
Research Article


Adriana, L. White. (2018). Why is writing important?. Retrieved from

Abbas Pourhosein Gilakjani, & Narjes Banou Sabouri. (2016). How can students improve their reading comprehension skill. Journal of Studies in Education, 6(2), 229.

Brown, Douglas. (1994). Teaching by Principles: An interactive approach to language pedagogy.

Cabral, A. P., & Tavares, J. (2002). Reading and writing skills in higher education: Lecturers’ opinions and perceptions. Paper presented at the European Conference on Education Research, University of Lisbon, 11-14 September, 2002.

Cohen, L, Manion, L., & Morrison, K. Morrison (2002). Research methods in education (6th ed.). New York, NY: Taylor & Francis.

Copland, Garton, S. & Burns, A. (2013). Challenges in teaching English to young learners: Global perspectives and local realities. TESOL Quarterly, 48(4), 738-762.

Hossain, Mohammed Iqram. (2015). Teaching productive skills to the students: A secondary level scenario. Retrieved from

Karakoc, A. I. (2019). Reading and listening comprehension sub skills: The match between theory, coursebooks and language proficiency tests. Advances in Language and Literary Studies, 10(4),


Lorena Manaj Sadiku. (2015). The importance of four skills reading, speaking, writing, listening in a lesson hour. Retrieved from

Schoonen, R. (2019). Are reading and writing building on the same skills. The relationship between reading and writing in L1 and EFL. Reading and Writing, Springer, 32, 511-535.

Safitri, L. (2014). An analysis of reading materials on the quality of English textbook “Headline English” Published by SEWU for Grade VII Students of Junior High School. Retrieved from

Setiawan, A. H. (2019). Conducted a research on the use of skimming and scanning techniques in reading comprehension for TOEFL. Retrieved from

Lynch, T., & Kenneth Anderson. (2013). Conducted a research on grammar for academic writing. Retrieved from

Xuemei, Li. (2018). The importance of reading. Retrieved from: