AN INVESTIGATION INTO READING STRATEGIES USED BY VIETNAMESE NON-ENGLISH MAJORED STUDENTS: THE CASE OF A UNIVERSITY IN VIETNAM

Lam Ky Nhan

Abstract


Reading comprehension is a critical feature in English language acquisition for all students since it serves as the foundation for teaching in all aspects of language learning (Mikulecky, 2008). Comprehension improves when the reader actively employs suitable reading methods (Brown, 1980). Furthermore, reading is a skill that receives the most focus in the typical English language school (Susser & Rob, 1990). Reading strategies should be used by students to plan how they will read and to improve their reading comprehension (Poole, 2010). The goal of this study was to look into how university students employ English as a Foreign Language (EFL) reading methods. There were 84 students from a university in the Mekong Delta that took part. Mokhtari and Reichard’s (2002) Survey of Reading Strategies (SORS) was utilized as the instrument to collect data on the participants’ use of reading strategies. The findings revealed that EFL high school students were well aware of the usage of reading strategies. Global reading strategies were preferred by students, followed by support strategies and problem-solving strategies. The implications of employing EFL reading skills were also highlighted.

 

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ESL reading strategies, strategy preference, reading ability

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References


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DOI: http://dx.doi.org/10.46827/ejes.v10i11.5079

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