本研究融合了量化和質化的研究方法，旨在使用互動式閱讀策略，來評估大一非英文系主修生在全英語課堂的英文閱讀理解能力。
再者，本研究使用質化和量化的研究結果來解讀新產生的觀點說法，強化質化和量化混合的價值。以量化研究來說，本研究結果顯示，日文系主修生在後設推論，演譯，批判，評估等閱讀技巧均超越工程系主修生。在質化方面來說，依學生的書面訪談，本研究發現四個主要的特質，即他們有發展出英語語言的溝通能力，辨別和閱讀相關的題目，即在字義，演譯，批判，評估等方面的閱讀技巧。亦即他們能靈活運用字彙，活化先備知識，融合並投入閱讀活動。本研究發現，運用兩種不同的研究方法，利用後設推論來整合，即投入教室內的閱讀活動，提升閱讀的順暢度和英語溝通的能力。本研究的結論是，本研究者相信，在課堂上讓學生投入閱讀活動，藉著互動式的閱讀活動，能幫助提升獨立思考判斷，解決問題的能力，還有經驗反思的能力。這能使學生成為一個精通的讀者。精通的讀者較有可能在學術上有所成就，並發展出終生學習的未來。同樣的，一個精通的讀者能夠了解比較複雜的教學，參與有深度的討論，並能有效的溝通概念。學術上和真實社會的溝通需要這些技能。因此，閱讀能有效的影響學生的全人發展並對自我的了解。

This current study is the amalgamation of quantitative and qualitative research methods that aimed at assessing first-year non-English major college students’ reading comprehension skills using interactive reading strategies in an English as a medium of instruction (EMI) classroom. In addition, this study delved on the students’ perceptions and experiences of the reading course and the interactive reading strategies and/or activities employed in the classroom. Moreover, this study encapsulated the metainferences of quantitative and qualitative results and interpretations of findings to produce new knowledge for achieving added value and synergy in mixed methods research. Quantitatively, this study found out that Japanese major students outperformed Engineering students in terms of literal, inferential, critical, and evaluative reading comprehension skills. Qualitatively, the study found four common themes or patterns based on the students’ written interview; namely: fostering English language and communication skills, identifying authentic and relevant reading topics, harnessing vocabulary and activating prior knowledge, and incorporating engaging reading tasks and activities. On the findings presented from both research methods, the following metainferences were formulated based on integration of the two research methods; namely: exposure to reading comprehension activities in the classroom, towards reading proficiency, and English communication competence. In conclusion, the researcher was convinced that exposing students to reading comprehension activities through the use of interactive reading strategies in the classroom helps them develop their critical thinking, problem-solving, and experience-based thinking skills. As a result, students will become proficient readers. Proficient readers are more likely to succeed academically and develop skills for lifelong learning. Similarly, competent readers can follow complex instructions, take part in insightful discussions, and communicate concepts in an understandable and efficient manner. Communication in academic and real-world contexts requires these skills. Thus, reading has a significant effect on a student's overall well-being and sense of self.

TABLE OF CONTENTS
COVER PAGE	                                                                i
CHINESE ABSTRACT                                      	                        ii
ENGLISH ABSTRACT	                                                        iv
ACKNOWLEDGMENTS	                                                                vi
TABLES OF CONTENTS                                                              viii
LIST OF FIGURE	                                                                xii
LIST OF TABLES	                                                                xiii
LIST OF APPENDICES	                                                        xiv
CHAPTER 1: INTRODUCTION	                                                        1
1.1. Background: English as a Medium of Instruction and for Communication	1
1.2. Scope and Delimitations of the Study	                                8
1.3. The Reading Comprehension Skills in an EMI classroom	                9
1.4. Theoretical Framework	                                                13
1.4.1. The Proposition Theory	                                                15
1.4.1.1. Preparational Strategy	                                                15
1.4.1.2. Organizational Strategy	                                        16
1.4.1.3. Elaboration Strategy	                                                16
1.4.1.4. Monitoring Strategy	                                                16
1.4.2. The Reading Comprehension Skills	                                        17
1.4.2.1. Literal Reading Comprehension Skill	                                18
1.4.2.2. Inferential Reading Comprehension Skill	                        19
1.4.2.3. Critical Reading Comprehension Skill	                                22
1.4.2.4. Evaluative Reading Comprehension Skill                                 24
1.5. The Relationship of Reading Comprehension Skills to
Students’ Academic Achievement and Language Development	                        26
1.6. Research Questions	                                                        31
1.7. Significance of the Study                        	                        32
1.8. Definition of Terms	                                                34
CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES	                        36
2.1.	 Reading Comprehension Skills	                                        36
2.1.1. Literal Reading Comprehension Skill	                                37
2.1.2. Inferential Reading Comprehension	                                41
2.1.3. Critical Reading Comprehension	                                        47
2.1.4. Evaluative Reading Comprehension    	                                51
2.2. English as a Medium of Instruction	                                        54
2.3. Reading Comprehension in English as a Medium of Instruction	        59
CHAPTER 3: RESEARCH METHODOLOGY	                                                66
Method/Design	                                                                66
Environment	                                                                70
Participants/Informants	                                                        70
Sampling Technique	                                                        74
Instruments	                                                                75
Data Gathering Procedures	                                                80
Data Analyses	                                                                88
Ethical Considerations	                                                        89

CHAPTER 4: RESULTS, ANALYSES, AND INTERPRETATIONS
OF DATA RESULTS AND DISCUSSIONS	                                                90
Part 1.1: Japanese Students’ attributes in terms of
Reading Comprehension Skills	                                                91
Part 1.2: Engineering Students’ attributes in terms of Reading
Comprehension Skills	                                                        93
Part 1.2.1: Literal Reading Comprehension Result	                        94
Part 1.2.2: Inferential Reading Comprehension Result	                        97
Part 1.2.2.1. Prior Knowledge/Background Experiences	                        98
Part 1.2.2.2. Reader’s Decoding Ability	                                        102
Part 1.2.2.3. Reading Topics Relevance and Suitability	                        106
Part 1.2.2.4. Working Memory (Cognitive Process)	                        109
Part 1.2.3. Critical Reading Comprehension Result	                        113
Part 1.2.4. Evaluative Reading Comprehension Result	                        119
Part 2: Students’ reading comprehension skills (RCS)
in traditional (Engineering) and contemporary (Japanese major)
types of instruction using EMI	                                                122
Part 2.1.: Engineering and Japanese major students’
literal reading comprehension skill	                                        123
Part 2.2.: Engineering and Japanese major students’
reading comprehension skills in terms of inferential,
critical and evaluative	                                                        130

Part 3: Students’ perceptions about the use of EMI and the classroom
activities employed in the reading course	                                133
Part 3.1: Fostering English Language and Communication Skills	                134
Part 3.2: Identifying Authentic and Relevant Reading Topics	                141
Part 3.3: Harnessing Vocabulary Power and Activating
Prior Knowledge	                                                                 145
Part 3.4: Incorporating Engaging Reading Tasks and Activities	                 152
Part 4: The metainferences of quantitative and qualitative results and
interpretations of findings	                                                 172
Part 4.1: Exposure to Reading Comprehension Activities in the
Classroom	                                                                 172
Part 4.2: Towards Reading Proficiency	                                         175
Part 4.3: English Communication Competence	                                 178
CHAPTER 5: RESEARCH SUMMARY OF FINDINGS, CONCLUSIONS,
IMPLICATIONS, AND RECOMMENDATIONS	                                         182
Summary	182
Findings	                                                                 188
Conclusions 	                                                                 194
Implications	                                                                 196
Recommendations	                                                                 198
REFERENCES	                                                                 203
APPENDICES	                                                                 245

LIST OF FIGURE
The Theoretical Framework of the Study	                                         14


LIST OF TABLES
Table 1: Reliability testing using Cronbach’s Alpha (Post-test Scores)	         76
Table 2: Reliability testing using Kuder-Richardson (KR20) (Post-test Scores) 	 77
Table 3: Course Timetables for Japanese Class and Civil Engineering
Reading Courses	                                                                 82
Table 4: Part 1.1: Japanese Students’ attributes in terms of Reading
Comprehension Skills	                                                         91
Table 5: Part 1.2: Engineering Students’ attributes in terms of Reading
 Comprehension Skills	                                                         93
Table 6: Part 2: Students’ reading comprehension skills (RCS)
in traditional (Engineering) and contemporary (Japanese major) types
of instruction using EMI	                                                 122


LIST OF APPENDICES
Appendix A: Informed Consent Form	                                         245
Appendix B: Reading Comprehension Skills Test Pre-test for Engineering Course	 246
Appendix C: Reading Comprehension Skills Test Post-test for Engineering Course	 249
Appendix D: Reading Comprehension Skills Test Pre-test for Non-Engineering Course	 
                                                                                 252
Appendix E: Reading Comprehension Skills Test Pre-test for Non-Engineering Course	 
                                                                                 256
Appendix F: Students’ Perceptions on the Course and Types of
Instruction Questionnaires	                                                 260
Appendix G: Students’ Perceptions from the Written Interviews	                 262
Appendix H: Learning Log	                                                 277 
 

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