Reading Comprehension Strategy Use among English-Majored Students: A Case Study in a Vietnamese University

Abstract

Reading comprehension plays a critical role in EFL learning, yet many learners struggle to apply strategies effectively when constructing meaning from texts. This study examines the use of reading comprehension strategies among second-year English-majored students at a Vietnamese university, addressing the limited empirical evidence on strategy use in local tertiary English language education settings. It explores both the overall frequency of strategy use and students’ preference for specific strategy categories. Fifty-nine English majors participated in the study. Data were collected through a 30-item questionnaire and analyzed using descriptive statistics. The results indicate that the participants used reading strategies at a slightly above-average level (M = 3.45). Cognitive strategies were used most frequently, followed by metacognitive strategies, whereas social-affective strategies were the least employed. These patterns suggest a strong reliance on cognitive processing, with comparatively limited engagement in collaborative or affective support mechanisms during reading. The study highlights the need for instructional practices that promote strategic awareness, reflective reading behaviors, and a more balanced use of strategy types in university-level English language learning.