14. INVESTIGATING READING STRATEGIES OF ENGLISH MAJOR UNDERGRADUATES AT A PUBLIC UNIVERSITY IN HANOI

Tóm tắt

This study examines the use of reading strategies among English major undergraduates at a public university during an academic reading course. The aims were to (a) compare the frequency and types of strategies reported before and after targeted instruction and (b) examine students’ perceptions of strategy usefulness for comprehension. Forty-two participants completed a mixed-methods protocol: quantitative data were collected with an adapted Survey of Reading Strategies, and qualitative insights were obtained from semi-structured interviews. Analysis of quantitative data revealed a significant increase in the application of pre-reading and while-reading strategies once explicit instruction was provided. Post-instruction, most students reported greater strategy awareness, faster reading rate, higher perceived comprehension accuracy, and increased confidence with academic texts. Drawing on these findings, the paper concludes with recommendations for future research directions and emphasizes pedagogical implications, particularly the importance of systematically incorporating appropriate reading strategies into language teaching curricula better to equip learners with effective tools for academic reading success.