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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
ZHENG Wenqian, NI Jincheng
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DOI:10.17265/1539-8072/2026.01.004
University of Shanghai for Science and Technology, Shanghai, China
English reading proficiency is essential for university students in a globalized academic environment, yet many L2 learners encounter challenges, such as limited vocabulary, complex syntax, and unclear text organization, leading to cognitive overload. Grounded in the Cognitive Load Theory (CLT), this study examines the role of the Chunking Reading Processing Strategy—which integrates fragmented linguistic information into meaningful units at lexical, syntactic, and discourse levels—in alleviating cognitive load and improving reading comprehension. Through a mixed-methods approach, the research investigates how learners at different proficiency levels perceive and apply the chunking strategy, and how such application relates to cognitive load management. The results indicate that higher-proficiency learners employ chunking more frequently and report greater benefits, whereas lower-proficiency learners depend more on instructional support. The study confirms the theoretical and pedagogical value of chunk-based reading instruction and suggests that differentiated, cognitively informed teaching of the chunking strategy can enhance both reading efficiency and strategic awareness among L2 learners.
ESL reading, the chunking reading processing strategy, cognitive load, reading ability
ZHENG Wenqian & NI Jincheng. A Study on the Role of the Chunking Reading Processing Strategy in Enhancing College Students’ Proficiency of ESL Reading. Sino-US English Teaching, Jan.-Feb. 2026, Vol. 23, No. 1-2, 23-27. doi:10.17265/1539-8072/2026.01.004
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