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Tuyet Hanh Le Thi, Nguyen Thi Dong, Tran Thi Phuong Thao,
Volume 0, Issue 0 (Articles accepted at the time of publication 2024)
Abstract
Abstract
This study aimed to examine the frequency of reading strategy use among EFL high school students and the relationship between their strategy use and reading comprehension achievement. The research sample consisted of 328 EFL students from four high schools in Central Vietnam. Data collection was carried out using three primary instruments: a questionnaire, follow-up interviews, and two reading comprehension tests. The findings revealed that most participants expressed a generally positive attitude toward the use of reading strategies. However, their actual use of these strategies was found to be limited during the reading process. Moreover, the study identified a significant correlation between the frequency of reading strategy use and students’ reading performance: students who employed reading strategies more frequently achieved higher reading scores. Based on these findings, several pedagogical implications were proposed for both EFL students and teachers, aimed at enhancing the teaching and learning of reading skills in EFL contexts.
