The application of S2R strategies in English reading comprehension by university students in Vietnam

Abstract

Reading plays a vital role in academic development, particularly when learners have to work over a huge amount of foreign language materials for their own specialist subjects (McDonough & Shaw, 2013). Strengthening English reading ability is necessary for students to promote individual ability in university education. 

One of the most important factors affecting students’ English reading proficiency is their use of reading strategies. This study is taken to explore how Vietnamese university students applied Self-strategic regulation (S2R) strategies in their English reading comprehension. 963 students from 6 universities in the North of Vietnam participated in the study. The results of the study through questionnaire and semi-structure interviews show that the participants used reading strategies at medium level of frequency (M=2.9) when they read general English materials. Cognitive strategies were reported being used the most frequently, followed by Affective strategies, Socio-cultural Interactive and Metastrategies. Of the six most frequently used strategies five fell into the category of Cognitive strategies. All the five least commonly used strategies were of medium and low usage falling into Metastrategy subscale. From the research results some pedagogical recommendations were also proposed to educational administrators, English teachers, students, and English textbook writers as well.