<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412025000100111</article-id>
<article-id pub-id-type="doi">10.24320/redie.2025.27.e11.6118</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Lectura en español: aprendizaje estratégico en estudiantes universitarios chinos]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading in Spanish: Strategic Learning in Chinese University Students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kong]]></surname>
<given-names><![CDATA[Xu]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Viñas]]></surname>
<given-names><![CDATA[Vilma María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Qiu]]></surname>
<given-names><![CDATA[Qinghua]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Linyi  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>China</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Pinar del Río  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412025000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412025000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412025000100111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La enseñanza de la lengua española tiene gran desarrollo en China; sin embargo, los estudiantes universitarios tienen problemas de aprendizaje en lectura. Este estudio analiza los comportamientos estratégicos en el aprendizaje de la lectura de estudiantes de la carrera de Español de la Universidad de Linyi. La muestra se conformó con grupos de alto y bajo rendimiento académico en lectura; se aplicó una prueba pedagógica y un cuestionario de autorreporte estratégico y se utilizó la prueba T y la correlación Pearson para analizar los datos. Se encontró que, a mayor frecuencia de uso de estrategias de aprendizaje en los dominios cognitivo, motivacional y afectivo, mejor rendimiento académico hay en la lectura. También se determinaron las estrategias de aprendizaje estadísticamente significativas empleadas por los estudiantes del grupo de alto rendimiento. Los resultados obtenidos pueden considerarse en futuros estudios sobre la enseñanza estratégica de la lectura en español como lengua extranjera.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Spanish language teaching is experiencing substantial growth in China. However, university students struggle with reading. This study explores reading strategies employed by students of the Spanish degree at Linyi University. The sample was made up of high and low-reading achievement groups; a reading test and a self-report strategy questionnaire were administered, and the t-test and Pearson&#8217;s correlation were used to analyze the data. The findings indicated that a higher frequency of use of learning strategies in the cognitive, motivational, and affective domains was associated with better reading achievement. The study also identified statistically significant learning strategies employed by the high-achievement group. These results may inform future research on the teaching of reading strategies in Spanish as a foreign language.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[enseñanza de idiomas]]></kwd>
<kwd lng="es"><![CDATA[español]]></kwd>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[estudiante universitario]]></kwd>
<kwd lng="es"><![CDATA[China]]></kwd>
<kwd lng="en"><![CDATA[language teaching]]></kwd>
<kwd lng="en"><![CDATA[Spanish]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="en"><![CDATA[China]]></kwd>
</kwd-group>
</article-meta>
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