本研究旨在探討英語為外語學習者在平板上的線上閱讀策略，參與此研究的受試者為台北市某高中六名學生並採用質性研究方法。本研究使用放聲思考、問卷調查以及個人訪談。所有學生每隔一週閱讀一篇英語文章，並且共閱讀四篇文章。在第一次和第三次的實驗中，受試者獨自閱讀文本；而第二次和第四次兩人一組進行閱讀，實驗共耗時一個月。
為了深究受試者使用閱讀策略，所有閱讀和訪問都以逐字稿方式加以分析。研究結果發現，翻譯為頻率最高使用之閱讀策略，依序為參閱字典以及同時用英文和中文思考。影響學生閱讀策略之原因大致歸為三類。第一，受試者英語程度的高低影響了閱讀策略之使用，第二，行動裝置的讓學生更方便、容易查詢字典，第三，閱讀策略之使用會受到同儕的影響。行動裝置的方便性讓部份受試者在閱讀文本時採用更多種閱讀策略，進而增進閱讀理解；然而，部分受試者過度倚賴行動裝置的結果反而對於閱讀理解產生負面之影響。本研究將進行以上兩種結果之分析並且提供英語為外語學習者的老師相關之教學建議。

The present study aims to investigate EFL learners’ online reading strategies on tablet PCs. Six 11th grade adolescents of a senior high school in Taipei City participated in the experiment. The researcher conducted qualitative approach, collecting think-aloud data. The instruments adopted in the present study were reading questionnaires before the experiment, General Proficiency English Test, think-aloud reading training, think-aloud reading sessions, reading questionnaire after the experiment, and semi-structured interviews. All participants underwent four reading sessions. They read alone in the first and third reading sessions, whereas the second and fourth sessions allowed them to read with one partner. The researcher met the participants once a week. Totally, the experiments lasted for one month.
In order to probe into their reading strategy choices, each think aloud texts elicited from reading sessions and semi-structured interview were transcribe verbatim. Based on the analysis of the data, the most frequently-used reading strategy was translating English from to their mother tongue, which is under the category of support reading strategy. Using references and thinking in both Chinese and English ranked 2nd and 3rd respectively. The reasons of their reading strategy choices were as followed. First, the participants in the present study were most less proficient readers. Second, the accessibility of mobile devices enabled them to consult dictionary conveniently. Third, their reading strategy choices differed when they read with their peers. Both advantages and disadvantages of the mobile devices were found. The reasons of the pros and cons would be discussed. At the end of the research, some pedagogical implications were provided for EFL teachers.

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