A Study on the Correlation between the Reading Proficiency and the Digital Reading Strategy Use of English Majors in Local Normal Universities in China

Abstract

Based on Gagné's Information Processing Theory (IPT), which stresses staged processing and the transfer of learning to real-world tasks, this study takes 677 English majors as participants from a local Chinese normal university, who were administered two digital reading tests and a Survey of Digital Reading Strategies (SODRS), with a view to explore the profile of the digital reading strategies, the correlation between reading proficiency and digital strategy use as well as the differences in the application of digital reading strategies between the high proficiency learners and the low proficiency learners. The research results show that: (1) The majority of students use digital reading strategies at a moderate level, with global strategies being the least frequently used, then support strategies and problem-solving strategies. (2) Significant positive correlations are observed between digital reading proficiency and global strategy, problem-solving strategy as well as support strategy, respectively, with correlation coefficients being 0.591, 0.543 and 0.522. (3) Independent samples t-tests reveal significant differences in strategy use between high and low proficiency learners. This study not only provides insights into the further study on targeted interventions to enhance the reading proficiency of students but also contributes to promoting students’ digital literacy within underdeveloped areas in China.