Abstract:
This study aims to 1) explore the reading strategies of EMI in science program Thai learners 2) explore students’ opinions towards the use of reading strategies in EMI context. Participants include 71 students studying at Kamnoetvidya Science Academy, the science high school located in Rayong, Thailand. The research instruments consisted of the Reading Strategies Questionnaire and the semi-structure interview. The data were analyzed through descriptive statistics and content analysis. The results from the questionnaire showed that the students reported overall medium frequency of reading strategy use. The most used reading strategies were cognitive strategies, followed by metacognitive strategies, while the least used strategies included support strategies. Moreover, results from the interview showed that students considered several strategies useful for their reading in EMI context. Additional reading strategies were also found from the students’ interview. Pedagogical implication was presented and discussed as guidelines for teachers who are in the program in enhancing students' reading of texts in EMI.
