get this paragraph into past form:  Data gathering is based on a questionnaire. The questionnaire is divided into four sections: Demographic Data, Reading Comprehension Monitoring Ability Questionnaire, Comprehension Level Questionnaire, and Reading Strategies Questionnaire. The questionnaire is based on concepts obtained from a review of relevant literature and research. The questionnaire is provided in both English and Chinese languages in order to give participants a better understanding of the question. The questionnaire is based on Likert's 4-point scale, i.e. 4- Strongly Agree (SA), 3- Agree (A), 2- Disagree (D), 1- Strongly Disagree (SD).
The first part is to obtain demographic information about the participants, such as sex, age and major.
The second part is a survey of non-English majors' reading monitoring skills. The items of the questionnaire are primarily based on questionnaires designed by Patricia L. Carrell's (1989) , April L. Zenisky, Maureen W.K. O'Connor, and Sharon Vaughn's (2009) and Schraw and Dennison (1994). The questionnaire measured 4 parameters of students' Reading Self-efficacy (items 1-9), monitoring behavioral performance (items 10-20), Working Memory (items 21-27) and Reading Focus (items 28-34). Students’ Reading Self-efficacy refers to their belief in their own ability to successfully read and understand various texts. Students’ monitoring behavioral performance refers to their ability to actively and continuously assess and evaluate their own learning progress and performance in a specific task or activity. Students’ working memory means the cognitive system responsible for temporarily storing and manipulating information in the mind during the execution of complex tasks. And Students’ reading focus suggests their ability to direct and sustain their attention on a specific reading task or material. 
The third part of the questionnaire is an investigation of students' reading comprehension levels. It is adapted from the questionnaire designed by R. K. Singh and S. Kedia (2013), S. C. Baker and K. (2014) and Sabina Khan and Saima Batool (2017). Based on the analysis of relevant research literature, the dimensional framework of the main body of the questionnaire was clarified and 4 parameters of reading comprehension level were initially identified. These 4 parameters are reading speed (items 1-9), vocabulary understanding (items10-16), sentence structure analysis (items 17-21) and  identifying the purpose of the author (items 21-28). Students’ reading speed refers to the rate at which they are able to read and process written text. It measures the number of words or passages a student can read within a specific time frame. Students’ vocabulary understanding refers to their ability to comprehend and use words in oral and written communication. Students’ sentence structure analysis refers to their ability to understand and analyze the structure of sentences in written texts. It involves recognizing and comprehending the different components of a sentence. And Students’ ability to identify the purpose of the author refers to their capacity to understand and determine the goal or objective behind a written text.
The fourth part is an investigation of students' reading strategies, using and adapting the Questionnaires by Marziyeh Hemmati and Roya Khoii (2017),  Fatemeh Abdi and Saeedeh Ahangari (2017) and Hu, X., & Guo, T. (2018). The section also consisted of 4 dimensions. The first dimension is reasoning (items 1-8), the second is predicting (items 9-14), the third is summarizing (items 15-23) and the fourth is collaboration (items 24-28). Students’ reasoning ability in reading comprehension refers to their capacity to use logical thinking and critical reasoning skills to understand and interpret written texts. Students’ predicting ability in reading refers to their skill in using prior knowledge and context clues to anticipate what might happen next in a text. Students’ summarizing ability in reading comprehension refers to their capacity to condense and succinctly express the main ideas and important details of a written text. And Students’ collaboration in reading refers to their ability to work together with their peers to enhance their understanding of a text. 
The categories were well-organized, with all items being expressed positively. This means that the highest number on the response scale indicated positive evaluations for each variable and sub-scale.
In order to ensure the questionnaire’s reliability, a pilot study was conducted with 30 participants who were not English majors. The data from these participants were collected using “Questionnaire Star” and then encoded and analyzed using SPSS 26.0. The Cronbach Alpha coefficients were calculated for the subscales as well as for the entire questionnaire. The results of the reliability analysis for three variables are presented in the following table, showing that the internal consistency reliability coefficients for all the subscales (ranged from 0.724 to 0.928) and all the variables (from 0.897 to 0.960) were proved acceptable, as they exceeded the threshold of 0.70 (Dörnyei & Taguchi, 2010).