抄録
This article presents a result of exploratory and confirmatory factor analysis concerning EFL reading strategy for English learners in Japanese university and an analysis of the relationship between English proficiency and EFL reading strategy is also presented. Questionnaire research for EFL/ESL reading strategy has shown the results of exploratory factor analysis (EFA) in general, whereas confirmatory factor analysis (CFA) has not been the focus of the research. An aim of this research is to clarify the relationship among factors by doing CFA. As another aim, the correlation coefficient between the score of each factor or subscale and reading proficiency is also analyzed. Research has shown that there is tendency for good reader to use top-down strategy and bottom-up strategy, and for poor reader to use only bottom-up strategy, which is revealed by the relationship with reading test score. However, there is still room for argument on this point for EFL reading in Japan. By reconfirming the correlation between the score of each factor or subscale and reading proficiency, this research reveals some aspects of EFL reading strategy used by Japanese university students and suggests the educational implication to instruct strategy for EFL reading.
