A comparative study of critical reading abilities among students in Malaysia and Vietnam: Insights from PISA-based assessment.

This study focuses on comparing the critical reading skills of engineering undergraduates at private universities in Malaysia and Vietnam, using an adapted version of the Programme for International Student Assessment (PISA) reading framework. Quantitative analysis of 182 students revealed significant differences in critical reading performance between first-year Malaysian and Vietnamese students, with Malaysian students generally outperforming their Vietnamese peers; however, no significant differences were found among final-year students from both countries. Semi-structured interviews with 16 participants highlighted challenges related to the Western cultural orientation of texts, English vocabulary, and difficulties with open-ended questions, especially for non-native English speakers. The findings suggest a need for engineering curricula to incorporate specialized English instruction focused on critical reading of technical texts and for culturally sensitive assessment materials to better support students’ academic and professional development.