This book investigates the complex relationship between strategic competence and performance on English as a Foreign Language (EFL) reading tests. The research employs structural equation modeling (SEM) to analyze how general strategic knowledge and strategic regulation influence EFL reading test outcomes over time within a high-stakes testing environment. By utilizing a large-scale, longitudinal study, the work aims to generalize the dynamic nature of strategic competence. The findings contribute to a better understanding of non-linguistic factors affecting second language communicative ability and propose new models for both research and pedagogical approaches to strategic reading instruction.

This academic work is positioned as a significant contribution to the field of language testing and evaluation, particularly concerning the role of strategic competence in EFL reading performance. The research methodology, employing structural equation modeling and a longitudinal approach, suggests a rigorous and in-depth analysis. The book's conclusion, offering new models for research and pedagogy, indicates its potential to influence future studies and teaching practices in strategic reading.