Unpacking the Antecedents of English Reading Comprehension Success in EFL Contexts: Evidence from Tertiary Education

Nguyen Thi Hong Yen; Hoang Ninh Chi

Nguyen Thi Hong Yen University of Languages and International Studies, Hanoi, Vietnam
Hoang Ninh Chi Bac Giang Agriculture and Forestry University, Bac Ninh, Vietnam

Keywords: English Reading Comprehension, EFL learners, tertiary education, linguistic knowledge, foreign language reading anxiety, integrated model

Abstract

This study investigates the multifaceted nature of English reading comprehension success among tertiary-level English as a Foreign Language (EFL) learners. While numerous studies have examined individual factors influencing reading ability, this research proposes and empirically tests an integrated model that simultaneously assesses the predictive power of six key antecedents: Vocabulary Knowledge, Grammatical Knowledge, Reading Strategy Use, Reading Motivation, Foreign Language Reading Anxiety, and Background Knowledge. Employing a quantitative, cross-sectional design, data were collected from 434 university students through the Survey of English Reading Antecedents (SERA) and a standardized reading comprehension test. The measurement instrument was validated using Cronbach's Alpha for internal consistency and Exploratory Factor Analysis (EFA) to confirm the six-factor structure. An Ordinary Least Squares (OLS) multiple regression analysis was conducted to determine the collective and relative predictive strength of the antecedents. The overall model was found to be statistically significant, accounting for a substantial portion of the variance in reading comprehension scores. Results indicate that linguistic factors, specifically Grammatical Knowledge and Vocabulary Knowledge, emerged as the most potent positive predictors of success. Foreign Language Reading Anxiety was a significant negative predictor, while Reading Motivation and Reading Strategy Use also contributed positively to comprehension scores. These findings underscore the critical, and perhaps underestimated, role of formal linguistic competence in advanced academic reading. They also highlight a dynamic interplay between cognitive, affective, and linguistic variables, suggesting that effective pedagogical interventions must be holistic, addressing affective barriers like anxiety while simultaneously building foundational language skills and strategic competence.

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