Abstract This paper systematically reviews factors related to the use of reading strategies among college-level learners of English as a foreign/second language (EFL/ESL). The author examines empirical studies published from 2000 to 2017 in order to answer two research questions: (a) What factors relate to the college-level EFL/ESL learners’ use of reading strategies? (b) How do these factors relate to college-level EFL/ESL learners’ use of reading strategies? An initial review of the literature identifies four factors related to EFL/ESL learners’ reading strategy use: English proficiency, first language (L1) literacy experience, gender, and motivation. For reasons of space, this article only reports and discusses findings on the first two factors. (1) English proficiency: High-proficiency readers use more metacognitive, support, global, and problem-solving strategies and have more metacognitive knowledge of strategy use than low-proficiency readers. They also differ from low-proficiency readers in learning reading strategies. (2) L1 literacy experience: EFL/ESL readers’ L1 linguistic features and L1 reading experience shape their strategy use when they read English.

中文翻译：

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EFL / ESL学习者阅读策略使用的相关因素：文献综述

摘要本文系统地回顾了大学英语作为外/第二语言（EFL / ESL）的学习者使用阅读策略的相关因素。作者研究了2000年至2017年发表的实证研究，以回答两个研究问题：（a）与大学水平的EFL / ESL学习者对阅读策略的使用有关的因素是什么？（b）这些因素与大学水平的EFL / ESL学习者对阅读策略的使用有何关系？文献的初步审查确定了与EFL / ESL学习者的阅读策略使用有关的四个因素：英语熟练程度，第一语言（L1）读写能力，性别和动机。出于篇幅考虑，本文仅报告和讨论前两个因素的发现。（1）精通英语：精通英语的读者会使用更多的元认知，支持，全球化，解决问题的策略，并且比不熟练的读者对策略使用有更多的元认知知识。他们在学习阅读策略方面也与低水平的读者不同。（2）L1素养经验：EFL / ESL读者的L1语言特征和L1阅读经验会影响他们阅读英语时的策略运用。