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The purpose of this study was to suggest the teaching methods of effective reading education and teaching plan, self-directed learning through team-based peer mentoring for university students. The objects and content of the study were the students who took a class ¡°Reading and Communication¡± of H university, and they based on peer mentoring activities they read three books during the semester and performed integrated activities of speaking and writing. The reason for using peer mentoring is to form an emotional and knowledge consensus and encourage active participation and interest of students in class. It is also intended to enable students to develop the necessary skills and self-directed learning in a series of linked courses of ¡®reading, writing, and speaking¡¯ with mutual assistance. In conclusion, team-based peer mentoring activities have been very beneficial to students in the process of reading, understanding, and expressing books, and have resulted in meaningful learning effects. In addition, we can confirm that we have actively participated in team activities and cooperative learning attitude. As the importance of reading education for college students is on the rise, effective, and practicable reading education and guidance measures in these various fields should be continuously studied and developed.