Exploring Critical Reading Practices Among Malaysian and Vietnamese Engineering Students: Insights and Implications

Abstract

ABSTRACT In the dynamic academic landscape of the 21st century, the imperative to equip engineering students with robust critical reading skills, in tandem with their technical expertise, has come to the forefront. Recognizing the intrinsic value of critical thinking and reading in cultivating an ethos of lifelong learning among future engineers, this study endeavors to shed light on efficacious methodologies for augmenting critical reading competencies, grounded in the lived experiences of students. Utilizing a phenomenographic methodology, this research aims to explore the mechanisms through which engineering students from Malaysia and Vietnam develop their critical reading skills. The study engaged eight engineering students from both Malaysia and Vietnam, selected based on their demonstrated proficiency in critical reading, as evidenced by scores from a critical reading assessment aligned with the PISA Reading Framework. Through in-depth, phenomenographic semi-structured interviews, the research sought to uncover the strategies and practices these students employ to bolster their critical reading abilities. The findings illuminate a diverse array of approaches to enhancing critical reading skills, including the adoption of specific reading strategies, engagement in extensive and collaborative reading practices, and the maintenance of a positive reading disposition. Notably, the study also identifies that variations in the application and effectiveness of these strategies are influenced by factors such as students’ academic progression, cultural contexts, and educational backgrounds. These insights contribute to a nuanced understanding of the multifaceted nature of critical reading skill development among engineering students, offering valuable perspectives for educators, curriculum designers, and policymakers aiming to foster critical analytical skills in STEM education.