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This study examines how reading proficiency and cognitive style influence strategic processing during standardized foreign language (L2) reading tests. Using a multi-method approach that combines a validated reading strategy questionnaire, a reading comprehension test, and the Group Embedded Figures Test, we collected data from 349 Chinese university students, yielding 339 valid responses (a 97.1% response rate) for final analysis. The findings reveal three key insights: First, while participants actively employed both cognitive and metacognitive strategies, cognitive strategies showed slightly higher prevalence, with management strategies being most frequent. Second, reading proficiency significantly predicted strategy use frequency, with high-proficiency learners demonstrating more systematic strategy deployment. Third, cognitive style selectively affected metacognitive strategy use, particularly planning strategies, where field-dependent learners showed greater engagement. These findings contribute to our understanding of strategic reading in assessment contexts and offer practical implications for differentiated reading instruction and test design that accommodates individual learner differences.
Dong et al. (Wed,) studied this question.