Critical Reading Course: Problems and Reflections from Vietnamese English-Majored Students' Perspectives

Nowadays, critical reading has risen to prominence as a subject matter. All stages of education, particularly tertiary education, require individuals who are capable of handling the demanding task of critical reading in English. Students' ability to finish a reading assignment that focuses on critical reading, on the other hand, is not easy to determine. When students are unable to provide satisfactory answers to the questions, they get befuddled, frustrated, or constrained. The following paper investigates the difficulties faced by Vietnamese students majoring in English, as well as their thoughts on their experiences in the critical reading course. The surveys were distributed to 43 students majoring in English at a private institution in Ho Chi Minh City who had previously attended the Critical Reading Course. The survey outcomes revealed that one of the most common concerns observed among participants was their lack of confidence in their ability to judge themselves as proficient in critical reading abilities (knowledge, comprehension, application, and evaluation). This issue addressed the fact that English majored students frequently fail to assimilate content and rarely use it in assessments, resulting in a lack of conclusions when assessing the knowledge, they have acquired during their studies.