Investigating Teachers' and Students' Attitudes Towards the Practice of Extensive Reading at A University in Vietnam

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.