Investigating Difficulties of Self-Study in Reading Skills of English Language Students of the High-Quality Training Program at Can Tho University

Abstract

Research has indicated that self-study is a constructivist learning approach that promotes student engagement within tertiary education. However, teaching at higher education institutions is largely based on traditional lecture mode and thus, students are likely become passive in their learning process. Moreover, little research has been conducted to look into this constructivist approach perceived by students in English as a foreign language (EFL) classes. These paper therefore examines the difficulties of self-study in reading comprehension classes in high quality program at a university in the Mekong Delta, Vietnam. Data collected in this study included questionnaire and interview. The participants in this study were 75 juniors in English languages and culture studies. The findings from this study indicate that student-related factors such as time, learning environment, and subject-specific vocabulary could hinder them from reading learning. Pedagogical implications and recommendations for students and teachers are provided.

Enhancing analytical reading and writing skills in ESL for vocational students: A hybrid instruction of collaborative learning and task-based learning teaching

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Students’ Perceptions of Active Learning in Introduction to Literature

“…The idea that culture and language, particularly English have their roles in helping students to approach and communicate information with other peers is addressed (e.g., Nguyen et al, 2021;Shaules, 2019). Specifically, Introduction to Literature is one of the subjects that provide students with an opportunity to unpack culture, through literary works.…”

Optimizing Teacher Questioning Strategies for Enhanced Reading Comprehension in EFL Classrooms

“…Reading in English can be a challenging psycholinguistic task for some pupils who have not yet mastered the language for academic reading success (Nguyen et al, 2021). In fact, reading is a type of discussion-based instruction designed to create opportunities for conceptual and linguistic development among students (Goldenberg, 1991;Yang, 2022).…”

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