Lectura en español: aprendizaje estratégico en estudiantes universitarios chinos

Abstract

Spanish language teaching is experiencing substantial growth in China. However, university students struggle with reading. This study explores reading strategies employed by students of the Spanish degree at Linyi University. The sample was made up of high and low-reading achievement groups; a reading test and a self-report strategy questionnaire were administered, and the t-test and Pearson’s correlation were used to analyze the data. The findings indicated that a higher frequency of use of learning strategies in the cognitive, motivational, and affective domains was associated with better reading achievement. The study also identified statistically significant learning strategies employed by the high-achievement group. These results may inform future research on the teaching of reading strategies in Spanish as a foreign language.