Solution to Improve English Reading Comprehension Skills for First-Year Non-Specialized Students at Tan Trao University

Abstract

The increasing importance of English as a global language necessitates the development of robust reading comprehension skills among university students, especially those in their first year. At Tan Trao University, a significant number of first-year non-specialized students struggle with English reading comprehension, which impedes their overall academic progress and limits their access to global knowledge resources. This study, titled "Solution to Improve English Reading Comprehension Skills for First-Year Non-Specialized Students at Tan Trao University," seeks to address this pressing issue by identifying the challenges these students face and proposing effective solutions to enhance their reading comprehension abilities. Drawing upon a comprehensive literature review, this research delves into various theoretical frameworks and previous studies on reading comprehension and second language acquisition. It investigates the specific difficulties encountered by non-specialized students, such as limited vocabulary, lack of background knowledge, inadequate reading strategies, and low motivation. By employing a mixed-methods approach, the study combines quantitative data from standardized reading tests and surveys with qualitative insights from interviews and focus group discussions. The findings reveal that students' reading comprehension difficulties stem from a combination of internal and external factors. Internally, students often exhibit low self-efficacy and anxiety towards reading in English. Externally, insufficient exposure to English texts, lack of tailored instructional materials, and limited access to reading resources further exacerbate the problem. In light of these findings, the study proposes a multifaceted intervention strategy aimed at improving reading comprehension skills. Key solutions include the integration of extensive reading programs, the use of authentic and engaging reading materials, and the implementation of reading strategy instruction. Additionally, the study emphasizes the importance of fostering a supportive learning environment through peer collaboration, teacher feedback, and motivational activities. To ensure the effectiveness of these solutions, an implementation plan is outlined, detailing steps for curriculum development, teacher training, and ongoing assessment. This research not only contributes to the academic discourse on language acquisition but also offers practical recommendations for educators and policymakers at Tan Trao University. By addressing the specific needs of first-year non-specialized students, the proposed solutions aim to enhance their reading comprehension skills, thereby improving their overall academic performance and increasing their opportunities for success in a globalized world. The study concludes with suggestions for further research to explore additional factors influencing reading comprehension and to develop innovative instructional approaches tailored to diverse student populations.