English-Majors’ Self-Study Practices in Reading Skills at Quy Nhon University
DOI:
https://doi.org/10.60087/jklst.vol4.n4.006Keywords:
English-majored students, self-study, reading skillAbstract
This study examines English-majored students’ self-study practices in reading skills at Quy Nhon University in response to the growing demand in learner autonomy in the expanded education system, especially in higher education. A mixed-methods approach was used, collecting quantitative and qualitative data from 160 English pedagogy students (K45 and K48) through a Likert-scale questionnaire analyzed with Cronbach’s Alpha, descriptive statistics along with semi-structured interviews. The results show differences in self-study levels, patterns, and challenges, as well as the influence of motivation on autonomous learning. K45 senior students demonstrate more structured and effective self-study strategies, leading to higher reading performance, while K48 junior students participate more actively in self-learning activities but achieve lower scores. This suggests that junior students may lack strategic direction and academic maturity. The study recommends the introduction of reading strategies at the beginning of the curriculum for the future junior students as well as early training for K48 students, along with mentoring programs that connect junior students with seniors to promote effective learning practices.
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