Speakers
Description
In the age of technology, reading online materials has become a fundamental skill for acquiring, storing, and retrieving information, particularly as higher education institutions increasingly rely on digital resources. Despite the growing popularity of online reading, the perception of the use of Metacognitive Online Reading Strategies (MORS) among students, especially in English as a medium of instruction (EMI) settings in Vietnam, remains insufficiently examined. This quantitative study addressed this gap by investigating how students at an EMI university in Vietnam perceived the use of MORS. Participants were 124 students, evenly divided between English and non-English majors. Data were collected via a survey, focusing on three sub-categories of MORS: global, problem-solving, and support strategies. Descriptive analyses indicated that problem-solving strategies were employed most frequently, followed by global strategies and support strategies. Comparative results showed that non-English majors reported higher mean scores across all three categories than English majors. However, inferential statistics revealed statistically significant differences between the two groups only in the use of support strategies. These findings contribute to a foundation for further investigation into the application of MORS in digitally mediated EMI higher education in Vietnam.
Keywords: MORS, metacognitive online reading strategies, digital reading, EMI
