







































AsiaCALL Online Journal Received: 03/01/2021 

ISSN 1936-9859; https://asiacall.info/acoj Revision: 21/02/2021 

Vol. 12, No. 3, 2021  Accepted: 03/03/2021 

pp. 1- 8  Online: 07/03/2021 

1 

Students' attitudes to online reading in the era of technology at the 

University of Transport and Communications 

Bui Thi Nga 

University of Transport and Communications, Campus in Ho Chi Minh City  

Corresponding author’s email: ngabt_ph@utc.edu.vn 

Abstract 

Thanks to the remarkable development of technology 4.0, online reading is becoming more popular for students. 

Higher education institutions encourage their students to participate in online learning courses as well as 

widening their knowledge by reading online after campus–based learning, especially in the Covid19 epidemic. 

The study was conducted to investigate the students’ attitudes to online reading as well as the effects of online 

reading for UTC2 students and ways to access information accurately by collecting 200 students from five 

different majors, including Civil Engineering, Construction Engineering, Economics, Mechanical Engineering, 

and Information Technology. The qualitative approach with a well–structured questionnaire was used to collect 

the primary data from respondents. The findings pointed out that the students showed their positive attitudes 

toward online reading because online reading is an effective way to improve their knowledge and the 

effectiveness of online reading significantly varies with their reading purposes, technology usage and skills.  

Keywords: online reading, online reading effects, UTC2 students. 

1. Introduction 

In the era of technology 4.0 and the outbreak of the COVID19 epidemic, online reading is one of the most 

popularly searched keywords to meet students' studying needs worldwide in general and the students at the 

University of Transport and Communications in particular. Online learning programs require learners to be 

autonomous and be experts at using online learning tools. For students to widen their professional 

knowledge, paper and online documents are considered important documents. However, not all students 

know how to select materials to read online effectively. It is the process for learners to determine goals, 

reading content, and apply their searching skills. Therefore, a study needs to be done to investigate how 

effective online reading is as well as its drawbacks. 

2. Literature review 

In order to explore how online reading affects learners' knowledge acquisition, the part aims to build up a 

theoretical framework on which the learners' online reading will be grounded. Hence, this part focuses on 

the definitions of online reading, its effective and drawbacks in the previous study, and the related studies 

of online reading techniques.  

2.1 Online reading 

Scientific areas in general and in education, in particular, have been influenced by developments in the field 

of science and technology. This promotes the technological infrastructure developed for educational 

organizations, particularly how learning changes rapidly. Currently, online reading is considered a popular 

way to widen readers' knowledge in the world. Apart from reading printed materials, online reading is the 

mailto:ngabt_ph@utc.edu.vn


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process of extracting meanings from a text that is in a digital format.  

 

2.1.1 Effectiveness of online reading 

Nowadays, it is easy to access a huge amount of information through the Internet in digital forms without 

cost and without going anywhere. According to Hira and Munira (2018), reading requires concentration 

because of the mental process. However, on the Internet, so many things are available that distract readers' 

attention, and focus on the required information is really challenging. In contrast, the authors report that 

online reading enhances learners' reading interest. In addition, Karim, Hasan, and Shahriza (2011) 

determine that the young combine online reading in their learning mostly because of the availability of an 

increasing amount of information and entertainment. Furthermore, Liu (2005) also supports that the growth 

of online information available influences readers' behaviors towards online reading, and people spend 

more time on online reading. Hence, it is considered as imperative need to understand the reading 

phenomena for the benefits of reading.  

In the article by Akpokodje (2016), they identify that online reading is used among learners all the time. 

Readers prefer online reading for information seeking because of its availability of cross-references and 

hyperlinks. As can be seen, learners read materials as well as information of all fields through the Internet.  

Verma and Malvyya (2010) explored that the internet and digital media impact learners' reading habits. 

Based on the results of the comparative study, it showed the reading habit of traditional library readers 

changed due to the electronic environment. The Internet provides easy access to portable information. It has 

a great source on Internet for sharing and receiving a large amount of information. As a result, the learners 

can read worldwide information in spite of staying at home.  

2.1.2 Drawbacks of online reading 

Apart from the advantages of online reading as above, several disadvantages need to be improved.  

Ajayi, Shorunke, and Aboyade (2014) describe that a key factor hindering the use of electronic resources is 

poor internet facilities. In order for learners to read online effectively, internet-connected devices play an 

important role in fulfilling their purposes of reading. Reading online in rural areas is challenging for 

students.  

In the article by Loan (2012), the impact of internet surfing on reading practices and choices of students' net 

generation is investigated. The result revealed that online reading makes interactive and superficial reading 

increased while sequential reading, concentrated reading, and in-depth reading decreased.  Additionally, 

there has been an increase in the reading of news, reviews, general information, selected fields, and 

religious text through internet surfing, while reading of literature has decreased.  

Noticeably, Mokhtari, Reichard, and Gardner (2019) revealed that students mainly used the Internet for 

entertainment. A majority of the students determined that they enjoyed Internet more than academic 

purposes reading. As mentioned above, students go online reading for relaxing more than acquiring 

academic information.  

Lazonder, Biermans, and Wopereis (2018) determined that the electronic reading effectiveness may be 

varied as a function of individual variables in terms of learners' level of technological experience or their 

prior knowledge of the content area. The result defined the learners who are experts at technology usage 

were faster, more successful, more efficient, and more effective in the website location tasks. Moreover, 



ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 12; No. 3; 2021  

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learners' ability seems to be influenced to navigate through content, make choices among several document 

links, and understand content and information sources by prior knowledge. As a result, first-year students 

or low technology students seem to be difficult to read online most effectively.   

 

2.2 Research Questions  

In order to determine what the students' attitudes toward online reading at UTC2, and based on the 

literature review, previous studies, and the research problem, this research endeavors to answer the 

following questions so that it is to achieve the objectives of the study: 

a) What are the UTC2 students’ attitudes toward online reading? 

b) What influences on UTC2 students’ online reading in the era of technology 4.0? 

c) How do UTC2 students read online materials most effectively? 

3. Methods 

3.1 Pedagogical Setting & Participants 

The Covid19 pandemic seriously affects health and all living aspects. Many schools, colleges, and 

universities have been closed.  Online reading is an appropriate way to widen learners' knowledge in the 

case of homeschooling as well as direct schooling. Because of the Covid 19 pandemic, the University of 

Transport and Communications (UTC2) has boldly applied online learning to teaching activities to ensure 

knowledge for students during break time. Hence, online reading has been required to enhance learners' 

information acquisition. However, there is a major important question in doubt: Do the students show their 

positive attitudes toward online reading as well as does online reading offer any effectiveness and 

drawbacks for UTC2 students? If yes, what is a good way for online reading? 

This research was employed to examine the students' attitudes toward online reading at UTC2. The target 

population consisted of 200 students majoring in Civil Engineering, Construction Engineering, Economics, 

Mechanical Engineering, and Information Technology. All participants use the Internet and reader of online 

materials regularly. 

3.2 Design of the Study 

This study was employed to examine the effects of online reading. To fulfil the objectives of the study, the 

qualitative approach is applied.  

A 3 Likert questionnaire is designed to fulfill the objectives of the study. This questionnaire consists of 

three parts. The first part is demographic questions in terms of the name (optional), gender, major, and 

schooling year. The second part consists of questions used to investigate the effectiveness and drawbacks of 

online reading. The last part is several open questions relating to some effective online reading techniques 

applied by the students of UTC2. To ensure the credibility of the questionnaire, a pilot study was conducted 

in advance. One interview meeting was carried out in the classroom after the questionnaire. 

3.3 Data collection & analysis 

A Vietnamese questionnaire version was delivered to the classes by the co-workers. All participants were 

instructed clearly to answer the questions. Participants were asked to fill in the questionnaire during the 



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lecture. 

4. Results/Findings and discussion 

4.1  Respondent Demographics 

According to Figure1, 148 (74%) males and 52 (26%) females are included in the study. The students' 

ability in using the computer and technology is at a moderate level in general (76%) (Figure 2). 

 

Figure 1. Respondents’ distribution according to gender 

 

Figure 2. Respondents’ distribution according to   ability in using the technology 

Table 1 below revealed the distribution of the students according to majors. As can be seen, 25% of the 

respondents are from Civil Engineering, respondents majoring in Construction Engineering are 24%, 20.5% 

from Economics, 13.5% from Mechanical Engineering, and 17% from Information Technology.  

Table 1. Respondents’ distribution according to majors 

Major Frequency Percentage 

Civil Engineering 50 25% 

Construction Engineering 48 24% 

Economics 41 20.5% 

Mechanical Engineering 27 13.5% 

Information Technology 34 17% 

Total 200 100% 

Table 2 illustrated the respondents' schooling years. 33.5% are freshmen, and mostly 79 respondents 

(39.5%) are second-year ones. Fifty-four respondents (27%) are the number of the third-year ones.  

Male 
74%

Female
26%

Gender

0

20

40

60

80

Good Moderate Poor

21.5

76

2.5



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Table 2. Respondents’ distribution according to schooling year 

 Frequency Schooling year Percentage 

67 1st year 33.5% 

79 2nd year 39.5% 

54 3rd year 27% 

Total 200  100% 

4.2 Results 

 4.2.1 Spending time on online reading 

As far as online reading in Table 3 showed, the majority of the respondents spend 1-2 hours a day on 

electronic reading. Simultaneously, 36% identified they read more than 2 hours, and 22.5% spend less than 

1-hour reading materials online.  

Table 3. Spending time on online reading 

 Spending time on 
online reading 

Frequency Percentage 

30 min- 1 hour 45 22.5% 

1-2 hours 83 41.5% 

More than 2 hours 72 36 % 

4.2.2 Students’ online reading behavior 

Table 4. Students’ online reading behavior 

Online reading behavior Frequency Percentage 

Direct read on the 
Internet 

97 48.5% 

Download and read on 
the computer screen 

63 31.5% 

Download and print out 
then reading 

40 20% 

As can be seen from Table 4, the majority of 48.5% of respondents agreed that they directly read on the 

Internet because their portable devices are connected to the Internet, and it is easy to access information 

anywhere and anytime. 31.5% of participants first download information and then read it on a gadget or 

computer screen. The interview findings revealed why learners would like to download materials because 

of electricity failure and poor internet connections. 20% of respondents pointed out they download and 

print out materials than read them when they realize they need to read materials.   

 4.2.3 Students’ online reading attitudes 

The 3 Likert scale questionnaire in terms of agree, neutral, and disagree was designed to collect the data. As 

table 5 identified, most of the respondents admitted that online reading is an effective way to learn and 

relax. Online materials improve their independent learning skills because it is easy for learners to access 

and retrieve any information through the Internet. There is brief and concise information on any topic that 

can be getting from Google. Hyperlinks and related links about the topic provided help to understand and 

comprehend the topic, which helps to develop the topic's understanding. In addition, online materials give 

information about different subjects. Currently, the Internet makes it possible to connect the world easily. 

Students are able to catch up with the latest information about social events as well as academic materials. 



ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 12; No. 3; 2021  

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Furthermore, it could not deny that online reading is a relaxing way which is popular, especially for young 

learners. In general, most of the students show their positive attitudes toward online reading.  

Table 5. Students’ online reading attitudes 

Questions Frequency Agreement 
percentage 

Q5.1 Online reading improves my independent learning skills. 178 89% 

Q5.2 I can take information about field subjects.  180 90% 

Q5.3 Online reading makes it possible to connect the world. 200 100% 

Q5.4 Online reading enhances my ability to deliver lectures. 154 77% 

Q5.5 Online reading helps me to do research better due to 
online materials. 

123 61.5% 

Q5.6 When I read online, it is a good way to enhance my 
vocabulary, especially in English.  

98 49% 

Q5.7 Online professional forum helps learners to get the latest 
information about my major. 

134 67% 

Q5.8 Online reading helps me to relax and get information all 
the time in all places.  

200 100% 

4.2.4 Online reading difficulties 

To find out the drawbacks of online reading, a questionnaire with a 3 Likert scale was used to collect the 

data. All the students pointed out reading online gives them different values that depend on their different 

reading purposes. To get the information needed, students are expected to follow the reading purposes and 

close various entertainment online pages.  The interview results and questionnaire clarified the students 

with good technology skills like information technology students can search information concisely and 

quickly. To fulfill online reading effectiveness, learners need to be well-prepared for gadgets or computers 

and ask their lecturers about available pages or online materials to read online more effectively and 

academically.    

Table 6. Online reading drawbacks 

Questions Frequency Agreement 
percentage 

Q6.1 I sometimes get hard because of electricity disruption 
and poor internet connection.  

184 92% 

Q6.2 I have some difficulty in finding out research/ academic 
materials. 

175 87.5% 

Q6.3 Low technology is an obstacle to search for information 
concisely and quickly. 

194 97% 

Q6.4 I do not know academic information webpages. 89 44.5% 

Q6.5 I am easy to be distracted because of numerous 
information/ webpages. 

181 90.5% 

Q6.6 Wasting lots of time to read online if I do not have any 
purposes of reading.  

156 78% 

4.2.5 Effective ways of online reading 

The findings in the interview revealed that in order for learners to read materials from the Internet 

effectively, it requires learners to determine their purposes of reading. Learners themselves should be 

autonomous with good independent learning skills. Moreover, because of an amount of various information 



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from the Internet, learners are expected to master precise webpages and concise information. As an 

instructor at school, he should give some suggestions of online materials relating to learners' majors or 

professions. One of the best ways to avoid being distracted when reading materials online is to close social 

network pages or even disconnecting Wi-Fi.  

5. Conclusion 

Based on the results of the study, the following recommendations should be suggested. Firstly, online 

reading in modern technology can be applied in campus-based activities as well as in E-learning. Secondly, 

experiment studies for further comparisons between online reading effects and book-based reading should 

be conducted. Furthermore, identifying other variables in terms of students' major, attitudes that may 

impact online reading effectiveness is recommended for further study.  

The study is conducted to find out the students’ attitudes toward online reading. The study results showed 

the students had positive attitudes toward online reading and clarified the effectiveness and drawbacks of 

online reading. However, this study has found that learners' purposes and technology skills impacted the 

online reading effectiveness. Hence, to control such drawbacks as mentioned, learners should be 

autonomous in their independent learning skills and improve their technology skills. As a teacher, he has to 

select and introduce precise online webpages to his learners, especially freshmen.  

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Verma, Jyoti, & Malviya, V. (2010). The impact of Internet and digital media on reading habit. International 

journal of digital library services, 27(2), 23-50. Available: https://fr.scribd.com/document/426763853/01-

the-Impact-Internet-and-Digital-Media-on-Reading-Habit-1 

Biodata 

Currently, Bui Thi Nga is a teacher at University of Transport and Communications in HCMC, Vietnam 

(UTC2). To be honest, she is in charge of teaching English for students following the program of CEFR, so 

her best teaching skills are speaking and listening. At the university, she has just done several minor 

research studies on teaching English for non-majored English students so far and she takes up doing this 

study for the first time this year. 

https://fr.scribd.com/document/426763853/01-the-Impact-Internet-and-Digital-Media-on-Reading-Habit-1
https://fr.scribd.com/document/426763853/01-the-Impact-Internet-and-Digital-Media-on-Reading-Habit-1

