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This study investigates individual differences arising from strategy instruction, questioning strategy, based on the problems found through miscue analysis. This qualitative study also investigates students' motivation toward the strategy taught. The participants were a college student in Taiwan, consisted of one high-achieving student and one low-achieving student. Both were on the same language proficiency level (level C). They were asked to complete miscue pre and post-test and took eightdoi:10.23971/jefl.v9i2.1375 fatcat:ly46rzokybhl5fy2xfdljbk2nq