Strategies used in Learning English Reading Comprehension among Students at Vocational College

Abstract

English has long been recognized as a worldwide language. English is also regarded as one of the most essential educational goals at colleges and universities in Vietnam. It is vital to teach students how to enhance their English reading comprehension skills as well as how to deal with potential problems that may arise throughout their EFL learning process in the future. As a result, the purpose of this study was to investigate non-English majored students’ perceptions of strategies in learning English reading comprehension at a vocational college in Ho Chi Minh City, Vietnam. The study included 123 non-English-majoring students who were studying English at the vocational college. Two instruments, a questionnaire, and an interview, were used to collect both quantitative and qualitative data. Descriptive statistics and content analysis were used to analyze the acquired data. The study's findings revealed that most students employ metacognitive reading strategies more frequently when studying English reading comprehension, and more than half of students use cognitive reading strategies very often. The study also presented many recommendations for both teachers, with the goal of making a little contribution to the teaching of English at the vocational college. This research will offer information on the execution of teaching English reading comprehension skills in the vocational college’s environment and other similar contexts.