Ai Linh Pham

Faculty of International Training, Thai Nguyen University of Technology, Vietnam

DOI : https://doi.org/10.58806/ijsshmr.2025.v4i6n07

Google Scholar Download Pdf
ABSTRACT

This study examines teachers’ and students’ attitudes towards the practice of Extensive Reading (ER) in teaching non-English-majored students at a university in Vietnam. Employing a qualitative methodology, data were gathered via semi-structured interviews with students and teachers to examine the perceived advantages and obstacles of implementing ER in an EFL context. Research indicated that ER markedly improved students' reading fluency, comprehension, vocabulary development, writing skills, and general motivation for learning the English language. Nonetheless, the investigation revealed significant limits in practice. Several students articulated irritation and disengagement stemming from challenging or unengaging readings, with many identifying a deficiency in evaluation as a demotivating element. Educators similarly observed diminished student engagement when extensive reading activities were not formally incorporated into the curriculum. Recommendations are offered for curriculum designers and instructors aiming to enhance the integration of extensive reading into tertiary English programs in Vietnam.

KEYWORDS:

Extensive reading, non-English majors, reading fluency, vocabulary acquisition, motivation.

REFERENCES

1) Day, R. & Bamford, J. (2002). Top Ten Principles for Teaching Extensive Reading 1. Reading in a Foreign Language, 14(2), 6.

2) Grabe, W. (2009). Reading in a Second Language: Moving from Theory to Practice. Cambridge University Press.

3) Krashen, S. D. (2004). The power of reading: Insights from the research (Second). HEINEMANN Portsmouth, NH.

4) Mason, B. & Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25(1), 11.

5) Nation, I. (2001). Learning Vocabulary in Another Language. Cambridge University Press.

6) Nguyen, L. T. C. & Trinh, Q. L. (2011). Teaching English in Vietnam: A case study of innovatve practices. Language Education in Asia, 2(1), 13.

7) Nguyen, T. M. . (2015). Integrating extensive reading into the Vietnamese EFL context: Teachers’ perceptions and classroom practices. Asian EFL Journal, 17(3), 21.

8) Pallant, J. (2007). SPSS survival manual (3rd ed.). McGrath Hill.

9) Pham, H. T. (2020). Challenges in implementing extensive reading in Vietnamese universities. VNU Journal of Foreign Studies, 36(1), 3.

10) Renandya, W. A. & Jacobs, G. M. (2002). Extensive reading: Why aren’t we all doing it? Methodology in Language Teaching: An Anthology of Current Practice, 7.

11) Ryan, F., Coughlan, M. & Cronin, P. (2009). Interviewing in qualitative research: The one-to-one interview. International Journal of Therapy and Rehabilitation, 16(6), 309–314. https://doi.org/10.12968/ijtr.2009.16.6.42433

12) Taguchi, E., Takayasu-Maass & M. Gorsuch, G. J. (2004). Developing reading fluency in EFL: How assisted repeated reading and extensive reading affect fluency development. Reading in a Foreign Language, 16(2), 26.

13) Tanaka, H. & Stapleton, P. (2007). Increasing reading input in Japanese high school EFL classrooms: An empirical study exploring the efficacy of extensive reading. The Reading Matrix, 7(1), 16.

14) Waring, R. & Nation, P. (2004). Second language reading and incidental vocabulary learning. Anglais & Langues, 4(1), 8.

15) Waring, R. & Takaki, M. (2003). At what rate do learners learn and retain new vocabulary from reading a graded reader? Reading in a Foreign Language, 15(2), 33.

VOlUME 04 ISSUE 06 JUNE 2025