Students’ Perceptions of Factors Affecting their English Reading Skills: The Case of a High School in Hoai Duc, Hanoi = Nhận thức của học sinh về các yếu tố ảnh hưởng đến kỹ năng đọc Tiếng Anh:
 Trường hợp tại một trường THPT ở Hoài Đức, Hà Nội

Tóm tắt

The ability to read in English is essential for academic success and global
 communication, particularly in non-native English-speaking countries like Vietnam,
 where English proficiency is highly valued. This study investigates the perceptions
 of high school students in Hoai Duc, Hanoi, regarding the factors influencing their
 English reading proficiency. Employing a mixed-methods approach, it combines
 surveys and semi-structured interviews to examine cognitive, linguistic,
 environmental, and motivational aspects affecting students’ proficiency. The research
 highlights key challenges, such as limited vocabulary knowledge, grammatical
 complexity, and unfamiliar cultural references, as well as external barriers like
 restricted access to English reading materials and large class sizes. Findings reveal
 that while students are motivated to improve their English reading proficiency, gaps
 in support and resources hinder their progress. Recommendations include enhancing
 vocabulary instruction, scaffolding complex texts, integrating culturally relevant
 materials, and expanding access to English reading resources both in and out of
 school. Additionally, increasing parental and community involvement could foster a
 more supportive learning environment. This study underscores the importance of
 incorporating students’ perspectives into instructional strategies and educational
 policies to address the unique needs of EFL learners. Its findings offer valuable
 insights for developing targeted interventions and guiding further research to improve
 English reading proficiency across Vietnamese high schools