This study investigates the reading strategies used by academically novice, non-English major students enrolled in a teacher education programme under the background of National Standard in an agricultural university. Data were obtained from personal feedback diaries and notebooks kept by the students as they undertook course reading after class. An analysis revealed that employed various reading strategies. However, there was limited evidence to suggest that students employed these strategies routinely. While students reported reflecting on their reading, they did not appear to amend unsuccessful strategy use, or re-use successful strategies. The study reveals the difficulties of students who lack experience of reading academic literature in English, and discusses pedagogical implications for feedback diaries and notebooks.
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