VietTESOL International Convention 2026

This study investigates the effectiveness of using reading portfolios to develop grade 11 students’ learner autonomy and improve reading comprehension in English at a high school in Bac Ninh. The research was conducted in response to the increasing emphasis on learner autonomy and the growing importance of reading comprehension in the 2025 High School Graduation Examination. The study addressed two research questions: (1) to what extent does the implementation of reading portfolios enhance students’ learner autonomy in reading and (2) how do students improve their reading comprehension through the use of reading portfolios. A mixed-method approach was employed with 96 grade 11 students divided into an experimental group and a control group during the first semester of the 2025–2026 academic year. The experimental group completed weekly reading portfolios aligned with textbook themes, while the control group followed conventional teaching methods. Data were collected through questionnaires, pre- and post-tests, and end-of-unit assessments. The findings indicate that reading portfolios significantly improved students’ reading comprehension and learner autonomy. Students in the experimental group showed progress in identifying main ideas, summarizing texts, expanding vocabulary, and applying reading strategies. They also became more responsible and reflective learners through independently selecting materials, monitoring progress, and evaluating their own learning. The study highlights the pedagogical value of reading portfolios as a practical and sustainable tool for fostering learner autonomy and enhancing reading skills in high school English education.