Abstract
Whether or not extensive reading transforms Vietnamese university students’ attitudes towards reading using a tri-component analysis model is an uncharted area. This study delved into the reading attitudes of English majors concerning their cognitive, conative, and affective dimensions through a two-month extensive reading (ER) project. Participants were composed of 26 first-year students at a large urban university in Vietnam. Research instruments included a pre-project questionnaire, a post-project questionnaire and book records. The findings revealed a positive change in the students’ reading attitudes, characterized by reinforced belief in the benefits of reading, heightened positive feelings, and an increased intent to read. Recommendations for practice and further research were provided and discussed.
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