Author(s)

Qijun Zhao ¹

Affiliation(s)

¹ School of Foreign Languages, Zhaotong University, Zhaotong, 657000, China

Corresponding Author

Qijun Zhao

ABSTRACT

This paper delves into the application of cognitive strategies in college English reading instruction, aiming to enhance students' reading comprehension abilities. Through a thorough review of literature and empirical investigation, the article meticulously analyzes the influence of cognitive strategies on students' comprehension levels. It not only explores the theoretical underpinnings but also offers practical insights into the implementation of these strategies in educational settings. The study reveals that the systematic use of cognitive strategies positively impacts students' reading comprehension skills, thereby facilitating their academic development. By employing techniques such as prediction, summarization, and inference, students can effectively navigate complex texts, extract key information, and construct meaning from the content they encounter. Furthermore, the paper proposes tailored teaching strategies designed to integrate cognitive strategies seamlessly into college English reading instruction. These strategies emphasize active engagement, metacognitive awareness, and scaffolded support to optimize students' learning experiences. The practical application of cognitive strategies in college English reading instruction is explored in-depth, offering educators actionable recommendations for designing curriculum, selecting instructional materials, and facilitating classroom activities. By incorporating cognitive strategies into teaching practices, educators can empower students to become more proficient and autonomous readers, fostering their overall academic success and lifelong learning skills.

KEYWORDS

Cognitive Strategies, College English Reading Instruction, Reading Comprehension, Academic Development, Teaching Strategies

CITE THIS PAPER

Qijun Zhao, The Application of Cognitive Strategies in University English Reading Instruction. Applied & Educational Psychology (2024) Vol. 5: 37-43. DOI: http://dx.doi.org/10.23977/appep.2024.050207.

REFERENCES

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[4] Yang Zhao. Exploration of College English Listening Teaching Models Based on Cognitive Strategy Theory - A Case Study of Application-oriented Universities [J]. Overseas English. 2019(17): 63-64.
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