NON-ENGLISH MAJORS’ USAGE OF METACOGNITIVE READING STRATEGIES AT A VIETNAMESE UNIVERSITY

Abstract

Reading strategies function as a bridge to reading comprehension. However, they seem to be devalued by learners in academic settings. This problem is also observed at the research site, from there, we conducted this quantitative study. The research aimed to investigate the use of reading strategies among university students at a Vietnamese higher education institution. Two hundred and ninety-eight student participants completed the survey of reading strategies. Descriptive data analysis revealed a moderate awareness of reading strategy use with a percentage of 59.1%. The participants also showed their preference for problem solving strategies over global reading strategies and support strategies. Analysis of the single strategy use indicated prior knowledge of the topics and reviewing the text as the most and least adopted strategies respectively. Implications and recommendations for teaching and learning English reading were also discussed.