Cultivating Reading Comprehension Habits to Promote Autonomous English Language Learning among Students at Tuyen Quang School for Excellence (TSE)

Abstract

In the ever-evolving landscape of English language education, fostering autonomous learning has emerged as a crucial imperative. At Tuyen Quang School for Excellence (TSE), where students aspire to excel in their English proficiency, the cultivation of effective reading comprehension habits holds the key to unlocking their full potential as self-directed learners. This study explores the current state of reading comprehension practices at TSE and proposes a multifaceted approach to cultivate sustainable reading habits that can propel students towards greater autonomy in their English language learning. The research methodology employed a mixed-methods approach, encompassing both quantitative and qualitative data collection. A comprehensive survey of TSE students and in-depth interviews with their English language teachers provided invaluable insights into the challenges, perceptions, and needs surrounding reading comprehension development. The analysis of these findings revealed a clear disconnect between the importance placed on reading comprehension and the students' actual engagement and proficiency levels. To address this gap, the study presents a strategic intervention plan that combines targeted instructional strategies, technology-enhanced learning resources, and a collaborative community-building initiative. By equipping teachers with evidence-based pedagogical techniques, empowering students to take ownership of their reading practices, and fostering a school-wide culture of reading, the proposed framework aims to transform TSE into a vibrant hub of autonomous English language learning. The implementation of this holistic approach is expected to yield tangible improvements in students' reading comprehension skills, foster their intrinsic motivation to engage with English texts, and cultivate a lifelong habit of independent language exploration. The findings of this study hold significant implications for English language education programs in Vietnam and beyond, offering a replicable model for developing self-directed, adaptable, and proficient English language learners.