VietTESOL International Convention 2026

This study explores the effectiveness of integrating lexical mapping and cognitive reading strategies to enhance intensive reading comprehension among Grade 12 Vietnamese EFL students preparing for the National High School Graduation Examination. In response to increasing demands for higher-order reading skills in examination-oriented contexts, many students continue to experience difficulties in processing lengthy texts, identifying key information, making inferences, and regulating reading comprehension. Grounded in vocabulary-network development and cognitive reading strategy instruction, the study adopted a classroom-based action research approach involving 34 mixed-ability Grade 12 students. The instructional intervention combined lexical mapping with explicit strategy instruction, enabling students to develop vocabulary connections while applying reading strategies to support comprehension and self-regulated learning. Data from classroom observations, learner feedback, and pre- and post-reading assessments indicated improvements in reading comprehension performance, strategic awareness, reading fluency, and learners’ confidence in approaching examination-oriented reading tasks. The findings highlight the pedagogical value of integrating lexical support with cognitive strategy instruction to address diverse learner needs in mixed-ability classrooms. Practical implications are offered for EFL teachers seeking effective approaches to foster more strategic and autonomous readers in upper secondary education.