Reading habits of Vietnamese University English majors

Abstract

Reading-comprehension abilities are inextricably linked to student success in academic contexts where reading serves as a primary means for conveying course content and displaying content learning (Anderson, 2015). The scarcity of studies on reading English for academic purposes in Vietnam, generally, and the reading habits of Vietnamese university students, more specifically, created the impetus for the research reported here. The study focused on the reading habits of Vietnamese university students in English-related majors, with particular attention paid to text medium (print/digital) and text language (Vietnamese/English) preferences. Data were collected with an online survey sent to a representative sampling of public universities across Vietnam. A total of 836 students, at 17 public universities, completed the survey. Findings provide an initial snapshot of Vietnamese university English majors’ reading habits. Of particular interest are how often students consult the Web to complete university assignments, despite their preference for print materials when reading for academic purposes; what challenges students encounter when reading on the Web; how much reading is assigned for university classes; and how reading habits change across years of study. Findings suggest numerous steps that can be taken to improve EAP reading instruction in Vietnam (and elsewhere).