本研究旨在探討台灣高職學生的英文後設認知閱讀策略，以及與英文閱讀能力之間的關係。台灣北部某高職194位學生參加本項研究。藉由一份修改自Mokhtari & Sheorey(2002)的閱讀策略問卷，以及全民英檢中級的閱讀能力測驗為主要實驗工具，研究者能回答研究問題。主要的研究發現如下：
1.大致來說，台灣高職學生使用英語後設認知閱讀策略的頻率為中等。
2.就三種英語後設認知閱讀策略而言，高職學生最常使用問題解決策略，接著是支持性策略，而最少使用的是整體性閱讀策略。
3.問題解決策略和學生的字彙與結構，克漏字，以及閱讀測驗的表現均達顯著相關。
4.朗讀是最少被使用的策略，但此策略和學生整體閱讀能力達顯著相關，並且也是分辨高低分組學生之重要策略。
5.英文閱讀能力較高的學生和較低的學生，在後設認知閱讀策略的使用上的確有所不同，特別是在問題解決策略的使用方面更是如此。閱讀能力較低的學生常使用翻譯的策略，但這卻和他們的閱讀能力呈現負相關。
根據以上的結果，研究者建議語言教學者應將策略教學融入於課程中，如此一來可讓學習者意識到閱讀策略的存在，並能立刻做練習，漸漸能成為有策略的讀者，並且能夠掌管自己的閱讀過程。此外，教師亦可藉由訓練朗讀的方式幫助學生理解文章。最後，學生在翻譯策略的使用上亦應謹慎，以避免過度依賴此項策略。

The study investigates Taiwanese vocational high school students’ use of metacognitive reading strategies, and their relationship with students’ performance on reading proficiency tests. A total 194 participants from a vocational high school in northern Taiwan joined the study. By adopting a modified Survey of Reading Strategy (M-SORS) questionnaire from Mokhtari & Sheorey (2002), and a reading proficiency test in the intermediate level of General English Proficiency Test, the researcher was able to answer the research questions of the present study. Major findings are as follows:
1. Generally speaking, Taiwanese vocational high school students used metacognitive reading strategies at medium level.
2. Among the three groups of metacognitive reading strategies, vocational high school students tended to rely on problem solving strategies the most, followed by support strategies, and global reading strategies.
3. Problem solving strategies were proven to significantly correlate with students’ performance on vocabulary and structure, cloze, and reading comprehension test.
4. Reading aloud was the least used metacognitive reading strategy by all participants. However, it was found to correlate significantly with learners’ overall reading proficiency. In addition, it was a crucial strategy that distinguished high proficiency learners from low ones.
5. There was a significant difference between high and low reading proficiency learners’ use of metacognitive reading strategies, especially in the use of problem solving strategies. Low achievers’ frequent use of translation method was found to negatively correlate to their reading performance.
The findings of this study re-iterated the importance of reading strategy instruction. Language teachers should incorporate the teaching of reading strategies into curriculum to raise students’ awareness, and provide opportunities for hands-on practice. Through reading strategy instruction, students can become strategic readers and are able to govern their reading process. In addition, language teachers can train students to read aloud to improve their reading comprehension. Finally, translation should be used with caution so as not to cause students’ over dependence on this strategy.

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