Reading strategy instruction to Vietnamese young language learners: Teachers’ prac-tices and perceptions

Abstract

There has been a growing interest in involving teaching English to young learners in Vietnam in recent years. However, teaching English for children, especially reading is not an easy job although reading is widely known as one of the most important skills in language learning and teaching. To overcome this difficulty, teachers are likely to implement various reaching strategies that help motivate students to read and involve students in the lessons. This article examines the reading strategies that English as Foreign Language (EFL) teachers reported using in young language learners’ classes and explores teachers’ views of reading strategy types that can attract students’ interests. In this quantitative and qualitative research study, the data were collected through questionnaires and interviews. The results from the questionnaires suggest that of eleven reading strategies, using context clues was the most frequently used. The interview data reveal that four most favorite reading strategies that enhance students’ interests in reading include games, pair work, group work, and role play.