VietTESOL International Convention 2026

Reading comprehension remains a persistent challenge for many lower secondary students in English as a Foreign Language (EFL) contexts due to limited vocabulary knowledge, pronunciation difficulties, and low learning motivation. In response to the growing integration of technology-enhanced learning in education, this study investigates the effectiveness of audiobook-assisted instruction in improving English reading comprehension among Grade 9 students in Vietnam. Grounded in theories of multimodal learning and learner engagement, the study adopted a mixed-methods approach involving 105 Grade 9 students at Ly Thuong Kiet Secondary School. Data were collected through questionnaires, classroom observations, semi-structured interviews, and pre- and post-reading assessments over a three-month classroom intervention. During the intervention, audiobook-assisted activities were systematically integrated into reading lessons to enhance vocabulary acquisition, pronunciation awareness, reading fluency, and comprehension skills. The findings revealed noticeable improvements in students’ reading performance, classroom participation, and learning motivation. Students also demonstrated more positive attitudes and greater confidence toward English reading activities through the combination of auditory and visual input. The study provides pedagogical value of audiobooks and digital learning resources in lower secondary EFL classrooms and offers practical recommendations for teachers seeking to improve learner engagement and reading instruction in similar educational settings.