VietTESOL International Convention 2026

Abstract:
As Vietnam transitions from an EFL to an ESL paradigm (2025–2035), non-English majors at provincial technical universities often face heightened affective barriers and low intrinsic motivation when engaging with complex English technical texts. This action research investigates the implementation of the Reading for Emotion (RfE) model integrated with multimodal pedagogical resources at Viet Tri University of Industry. The study aims to enhance students' reading comprehension and emotional engagement while alleviating language anxiety. Over one 15-week semester, a cohort of 40 mechanical and electrical engineering students participated in an intervention where traditional text-based instruction was replaced by multimodal RfE modules combining technical graphics, video simulations, and context-specific engineering memes designed to stimulate curiosity and professional relevance. Data were collected through pre- and post-reading comprehension tests, an adapted Foreign Language Reading Anxiety Scale (FLRAS), and semi-structured interviews. The quantitative results indicated a statistically significant improvement in reading outcomes and a marked reduction in text-induced anxiety. Qualitative thematic analysis revealed that the multimodal RfE framework fostered a supportive "affective filter" and enhanced student agency. The paper concludes with actionable recommendations for curriculum designers aiming to humanize and optimize ESL transition strategies in regional STEM contexts.