Digital reading in Vietnamese universities: The situation and influencing factors

Abstract

The development of digital technologies, devices and resources impacts students’ digital reading habits and learning performance. This article aims to explore the situation of digital reading in Vietnamese universities and survey the factors influencing digital reading. Questionnaires were distributed to library staff and bachelor’s degree students at six universities in Vietnam; 906 valid questionnaires were received back from the students and 96 from the librarians. The data was analysed by using descriptive statistics and exploratory factor analysis. The findings reveal that the universities, academic libraries and lecturers had prepared the necessary conditions to support digital reading (i.e. regulations, processes, programmes, digital resources). Another highlighted result indicates that factors concerning students and lecturers had the most important influence on digital reading based on the responses of the library staff and students. The findings of this study will be useful for administrators, faculty members and library staff in designing appropriate solutions and programmes to support digital reading for undergraduate students.

Keywords

Digital reading digital literacy reading factors university students academic libraries

Introduction

The explosion of Internet usage and digital technologies has brought advantages for readers in searching for, selecting, synthesizing and evaluating information resources appropriately based on their needs, interests and habits (Bouaamri et al., 2022; Dalton et al., 2011; Liu, 2005; Soroya and Ameen, 2020). The enhancement of digital documents and digital devices has also changed users’ habits, attitudes and behaviour (Huang et al., 2014; Shabani et al., 2011), boosted reading in the digital environment (Bouaamri et al., 2022; Moran et al., 2008), and led to more time being spent reading (Larhmaid, 2018). Readers can use their devices to read information anytime, anywhere, and transfer from traditional reading to digital reading with the support of reading systems, applications and software (Huang et al., 2014).

Digital reading yields many benefits for readers in terms of improving learning performance, entertainment, ease of access, and using and sharing information (Troung, 2021); accessing interrelated information (Doering et al., 2012; Salmerón and Llorens, 2019); and enhancing comprehension, interaction, ease of storage, portability, intertextuality and cost benefits (Doering et al., 2012; Johnson et al., 2010; Maden, 2018; Sackstein et al., 2015). However, research data has indicated that readers’ behaviours are impacted by several indicators, including digital literacy, social media account ownership, the Internet, interests, awareness, needs, habits, motivation, attitudes, digital resources and devices, teachers and students (Bouaamri et al., 2022; Chen and Hu, 2018; Dawkins, 2017; Dong and Hu, 2019; Liu, 2005; Maden, 2018; Wang et al., 2019; Wang et al., 2020). These indicators can lead to the selection of reading methods and its performances (Cooc and Kim, 2017; Lim and Jung, 2019; Maden, 2018; Scott, 2004; Song, 2010).

Along with the transformation of the higher education system, the Ministry of Education and Training of Vietnam has required universities to change their ways of learning and teaching. A student-centred method has been used to boost and enhance the ability of self-study (Ministry of Education and Training, 2014). In light of this, students must be active and explore effective learning methods. Moreover, improving reading competence in the digital environment plays an important role in shaping the learning outcomes. With Library Law No. 46/2019/QH14, the Vietnam National Assembly (2019) has indicated that academic libraries need to develop digital libraries to expand the opportunities for users to access digital resources.

According to the statistics on Internet usage in Vietnam in early 2022, the number of users was increasing and accounted for 70.3% of the total population. This is a significant number, and there were more than 154.4 million (157.9% of its population with 97.75 million people) mobile data network connections and 73.7% of the population used social media (Huynh, 2022; Phan, 2021). Vietnamese people were spending nearly seven hours a day using the Internet for many purposes (Huynh, 2022). Meanwhile, there were about 22 million Vietnamese students using social networks in 2019 (Dung, 2019) to search for and share information, shop online, make new friends, relax, keep in touch with old friends, contact friends and family, or look for a job, among other things. The widespread of Internet and social networks might eventually influence the reading habits of youth, especially students at universities.

This study therefore aimed to explore the digital reading situation and how it is supported by universities, and what factors influence undergraduate students’ reading in the digital environment in Vietnam. The findings of this study will be useful for administrators, faculty members and library staff in designing appropriate solutions and programmes to support digital reading for undergraduate students.

Literature review

Digital reading and the role of higher education and libraries

The digital transformation in higher education supports teaching and learning activities (Bond et al., 2018), has changed reading habits from printed text to digital text, and requires readers to have the appropriate reading skills, knowledge and attitudes (Bond et al., 2018; Hargreaves et al., 2022; Manalu, 2019). Bailey’s (2006) report notes that there was an equal or greater use of e-books rather than printed books in academic libraries. The digitization of academic texts helps reduce reading inequalities and creates new opportunities for reading for students (Kuhn et al., 2022).

Reading digital documents depends on the purpose of reading, and students know how to navigate their techniques for reading (Hargreaves et al., 2022). Olsen et al.’s (2013) results indicate that students used e-reader tools for reading and had a positive attitude towards using e-readers, but reading printed text still dominated for serious learning. Additionally, students’ perceptions determine their digital text use behaviours and learning outcomes. They may prefer to read digital texts because of their ease of access and cost, and because such texts are motivating and interesting (Hargreaves et al., 2022; Manalu, 2019; Shabani et al., 2011), as well as because teachers have assigned digital texts and they are skilful in using digital sources (Manalu, 2019).

Students’ reading performance can be developed if they have the support of knowledge, skills, infrastructure and information resources (Zeng et al., 2016). The reading skills needed for printed texts are different from those for digital texts, thus having reading instruction for students on the skills, techniques and methods required to read effectively and positively on-screen is crucial at educational institutions (Maden, 2018; Mercieca, 2004). Dalton et al. (2011) state that it is challenging for teachers to design instruction for students who speak different languages and have different literacy levels. However, students should be provided with opportunities to enhance their reading strategies with regard to digital and multiple other texts. In addition, educators need to explore the preferences for certain digital devices, what kinds of documents students want to read, and students’ profiles and needs in order to equip them with reading devices and set guidelines for teachers and library staff (Loh and Sun, 2019; Manalu, 2019).

According to Li and Wu (2017), teachers and library staff need to understand reading behaviours and reading needs to distinguish the different motivations for reading and improve readers’ skills. Students’ proficiency depends on their motivations. Thus, it is necessary to create different forms of encouragement to boost reading (Klauda and Guthrie, 2015); provide software, infrastructure, devices and equipment, for example, to support readers’ interests and promote the benefits of digital reading (Shabani et al., 2011); and allocate library budgets for the purchase of electronic documents (Olsen et al., 2013).

Regarding the reading habits of English programme students in Vietnamese universities, Stoller and Nguyen’s (2020) research sheds light on the students’ reading-material preferences, which were influenced by their specific purpose, whether it was for academic study or entertainment. The findings indicate that the majority of the students primarily relied on printed documents for their academic pursuits. However, this preference was reversed when it came to reading for leisure and entertainment.

Factors influencing digital reading

Administration, infrastructure and information resources of universities

University administrations play a significant role in developing students’ digital reading. According to Kuhn et al. (2022), academic reading is very important for students and should thus be motivated and promoted during teaching and learning to enhance learning outcomes and teaching effectiveness. Universities should provide Wi-Fi connections to boost digital reading, and organize seminars and programmes to help students learn how to capitalize on their reading time. Organizing book clubs also helps to increase interaction and the discussion of digital resources (Rabaud et al., 2018). Olsen et al. (2013) suggest that universities and their libraries should establish plans and projects to transform materials into e-documents. Moreover, leadership regulations should be focused on developing and motivating teaching quality, and contributing to students’ academic achievement (Dong and Hu, 2019), as well as designing guidelines for using digital technologies and documents for reading and educational environments (Larhmaid, 2018).

The effectiveness of digital reading relies on the support of digital devices, classrooms, facilities and other infrastructure. The ownership of a smartphone supports students in searching for information and news, accessing library services, completing learning tasks, sending and receiving information, and checking courses materials (Mansour, 2016), and also influences the reading of e-books (Jung et al., 2011). It can be seen that the development of digital resources impacts reading approaches, needs and habits. Bouaamri et al. (2022) emphasize that adequate equipment – information resources and the infrastructure of libraries – and the quality of professional knowledge and skills can strongly support the development of digital reading. In addition, digital textbooks also increase students’ reading motivation (Jang et al., 2016). Furthermore, previous studies have indicated that the utilization of the Internet and online newspapers as reading materials has proven advantageous in enhancing English reading skills among students in Vietnam. Through engaging in activities such as reading, summarizing, reflecting and presenting their findings, students were able to improve their language proficiency. These resources not only stimulated students’ creativity and active participation in searching and reading, but also contributed to the development of their vocabulary retention abilities (Nguyen and Vu, 2022; Vu and Tran, 2006). However, Stoller and Nguyen’s (2020) study emphasizes that Vietnamese university students majoring in English encountered difficulties in their academic reading due to inadequate course materials and limited access to the digital resources provided by their university libraries.Top of Form

Libraries and library members

Bouaamri et al. (2022) indicate that the competence of libraries and practitioners plays an important role in promoting digital reading. Thus, awareness of the different aspects of stakeholders could help libraries to enhance, boost and share information resources, and a digital reading culture. Educational institutions should provide programmes that support reading and enhance students’ reading literacy (Dong and Hu, 2019).

Digital documents have been considered as a factor that increases student engagement in reading. However, they are also a barrier if teachers use digital devices inappropriately (Long and Szabo, 2016). A digital reading environment helps improve students’ reading comprehension of digital texts (Ortlieb et al., 2014). Wang et al.’s (2019) study emphasizes that digital contents impacted reading interest and the concentration ability of readers. According to Liu (2005), reading behaviour is also influenced by the development of and increase in digital information, and the time spent on digital reading.

Learners

According to Chen and Hu (2019), reading engagement strongly impacts the academic achievement of students. The more reading activities students join in with, the higher their academic performance (Xiao and Hu, 2019). If students have the motivation to read, they actively read and spend time reading. If they have high self-efficacy and an interest in reading, they can participate positively in reading and achieve high performance levels (Areepattamannil et al., 2010; Chen and Hu, 2019; Wei and Hu, 2019). Dong and Hu’s (2019) study notes that students with high reading literacy tended to spend more time on learning activities and achieved a high academic performance. Moreover, if they had a positive attitude and enjoyed cooperating, they performed better in reading.

Digital competency is one of the factors required by students to have good reading skills. The use of digital devices effectively helps students to share knowledge, communicate, and support their learning and research (Maden, 2018). Digital reading literacy requires users to identify reading processes, objectives and behaviours, and the aptitudes required to search for, interpret, compare and evaluate texts (Mullis et al., 2006). A skilled reader must know how to search, identify, select, integrate, evaluate and maintain their understanding of digital information by using processes, critical thinking skills and strategies (Chen, 2017). In addition, Stoller and Nguyen’s (2020) study notes that Vietnamese students possessed proficiencies in utilizing digital social media platforms, smartphone messaging and various applications. However, these particular forms of digital literacy did not contribute to the cultivation of essential academic digital literacy abilities. Thus, it is important to assess the methods used to train students in English-related majors on the digital reading skills required for academic achievement and future success.

Teachers

Dawkins (2017) emphasizes that students’ performance depends on the teacher’s observation in the classroom, the ways teachers deliver their knowledge to learners, teaching methods, teachers’ knowledge and skills, and classroom management to optimize their teaching and maintain expectations. Thus, teachers have been required to improve their expertise and teaching methods to enhance the reading competence of students (Evers et al., 2016; Perkins and Cooter, 2013). Literacy coaching has been shown to be the best way to enhance modelling lessons, teaching, professional development and instructional skills, and classroom management to improve reading activities and learning (Van Kuijk et al., 2016). Good instruction and management skills are essential for teachers to enhance students’ learning and performance. They can design lectures and classrooms in accordance with students’ interests and needs to motivate and improve reading engagement (Xiao and Hu, 2019). Moreover, if they provide good feedback to students during learning, students may achieve higher reading competency (Dong and Hu, 2019). In the context of Vietnamese universities, Stoller and Nguyen (2020) also suggest that university staff assess whether digital literacy is adequately addressed in teacher-training courses, ensuring that upcoming generations of educators are equipped with the necessary skills to teach digital literacy to their students.

Sharing documents, sharing reading experiences and reading instruction help to develop knowledge, language, vocabulary, comprehension, reading competence, fluency and attitudes (Delacruz, 2014; Ong, 2014; Oostdam et al., 2015). In this regrad, teachers can help with providing materials, supporting reading, and promoting independent reading (Dawkins, 2017).

Previous studies on digital reading in higher education have predominantly focused on developed countries, such as the Netherlands, the USA, South Korea, Canada and Germany, among others (Areepattamannil et al., 2010; Bailey, 2006; Bond et al., 2018; Dalton et al., 2011; Dawkins, 2017; Jang et al., 2016; Klauda and Guthrie, 2015; Olsen et al., 2013; Song, 2010; Van Kuijk et al., 2016). However, the existing literature has certain limitations in understanding the specific context of digital reading and the factors that influence digital reading habits among bachelor’s degree students in Vietnam. Most studies conducted in Vietnam have primarily concentrated on examining the digital reading habits of English major students. Hence, this study offers significant potential in providing insights into the overall state of digital reading among Vietnamese university students and exploring the factors that impact their reading experiences in a digital environment. The aim is to propose comprehensive solutions to enhance students’ reading proficiency.

Research methods

‘Quantitative methods not only allow us to numerically describe phenomena, they also help us determine relationships between two or more variables’ (Stockemer, 2018: 9). Thus, a quantitative methodology was used in this study to explore the situation of digital reading development and factors influencing undergraduate students’ digital reading.

A questionnaire was the research instrument for this study. Following the literature review, the content of the questions in the questionnaire was modified and evolved. The structure of the questionnaire was as follows: (1) respondents’ information; (2) digital reading situation; and (3) factors influencing digital reading. Multiple-choice closed-ended questions were used to collect data on the digital reading situation. The factors influencing digital reading were used Likert scale multiple-choice questions with five scale (1 = not important, 5 = very important). The factors influencing digital reading were measured based on the 5-point Likert scale questions (1 = not important, 5 = very important). Open-ended questions were also added to collect more detailed data, understand how the respondents thought, and encourage them to give creative answers and express themselves with regard to digital reading.

A preliminary questionnaire was validated by three experts to get their perspectives on the length, structure and wording of the questionnaire. The panel of experts comprised two lecturers specializing in library and information science from different universities, along with one academic librarian specializing in library and information services. Following this, the researchers carefully examined and incorporated the feedback and recommendations given by the experts to make the necessary modifications to the questionnaire.

A pilot study with 18 librarians and 26 students was conducted to test the validity and reliability of the questionnaire. The samples of the pilot study were not part of the official survey samples. The Cronbach’s alpha of the variables was more than .94 and .59 for the students and the librarians, respectively; the questionnaire was therefore highly reliable.

Because of the large number of universities in Vietnam, the researchers chose six universities for data collection. The chosen universities are public universities at the national level, have more than 16,000 students, and have a variety of majors and programmes. There was only a small number of library staff at the academic libraries, so all of them were sent the questionnaire. In contrast, because of time limitations and the number of researchers, the samples of the bachelor students were calculated based on Yamane’s (1973) sampling formula, with the error set at 0.7. The study was conducted in accordance with the Declaration of Helsinki and consent was obtained from all of the participants.

The questionnaire was distributed to the library staff and undergraduate students at the six universities in Vietnam based on random sampling. As a result, the researchers collected 906 valid questionnaires from the bachelor students, accounting for 75% of the total population, and 96 from the library staff, accounting for 86% of the total population. The data collected from the respondents was checked and cleaned to eliminate incomplete data and remove duplicate or irrelevant data. It was then entered into SPSS (Statistical Package for the Social Sciences) for the next steps of the analysis.

The Cronbach’s alphas of the variables analysed from the students’ and the librarians’ responses were more than .861 and .722, respectively. This ensured the reliability and validity of analysing the following data. The data was analysed by using descriptive statistics (e.g., means, standard deviation), frequencies, and exploratory factor analysis. It is displayed in percentages and tables in the research findings.

Findings and discussion

Respondents’ demographic information

The survey data shows that female students accounted for 59.5% (539) and male students for 40.5% (376) of the total population. Among the 906 collected questionnaires, 1st-year students comprised the highest percentage (35.8%), followed by 2nd-year (27.8%) and 3rd-year students (26.9%). Meanwhile, the proportion of female librarians was twice that of male, with 66.7% and 33.3%, respectively. With regard to the age of the respondents, 56.3% were in the 31–40 age group, 21.9% were under 30 and 20.8% were 41–50. Most of the library staff had gained a bachelor’s degree (79.2%) but a smaller number had a Master’s (20.8%). As for their work position, 44.8% of the librarians worked in services, 33.3% in technical, 12.5% in acquisitions and 9.4% in the other positions (e.g. administration, information technology, e-resources). Based on the data regarding work experience, librarians work around 11 to 15 years accounted for 35.4%, followed by 6-10 years (29.2%), under 5 years (20.8%) and more than 15 years (14.6%). The demographic information of the questionnaire respondents is presented in Table 1.

Table 1.

Respondents’ demographic information.

Demographic information		Students (N = 906)		Librarians (N = 96)
Demographic information		No.	%	No.	%
Gender
	Male	376	40.5	32	33.3
	Female	539	59.5	64	66.7
Year of study
	Year 1	324	35.8	–	–
	Year 2	252	27.8	–	–
	Year 3	244	26.9	–	–
	Year 4+	86	9.5	–	–
Age
	< 30	–	–	21	21.9
	31–40	–	–	54	56.3
	41–50	–	–	20	20.8
	50+	–	–	1	1.0
Education level
	Bachelor’s	–	–	76	79.2
	Master’s	–	–	20	20.8
Library position
	Acquisitions	–	–	12	12.5
	Technical	–	–	32	33.3
	Services	–	–	43	44.8
	Other	–	–	9	9.4
Years of work experience
	< 5	–	–	20	20.8
	6–10	–	–	28	29.2
	11–15	–	–	34	35.4
	15+	–	–	14	14.6

Digital reading situation

In response to the section of the questionnaire covering the digital reading situation, 65.6% of the library members and 39.0% of the students reported that their universities had a unit that took responsibility for organizing digital reading development programmes. Moreover, the statistical results of the situation of developing the digital reading of undergraduate students (Table 2) show that 64.6% of the librarians and 40.4% of the students said that there were regulations, processes and guidelines for the development of digital reading. That digital reading was considered part of digital literacy/information literacy courses in the curriculum was reported by 46.9% of the librarians and 44.7% of the students. However, there was also a relatively high proportion of students (16.3%) who did not know of any university policies or programmes for developing their digital reading. In their responses to the open-ended questions, some library members mentioned that universities should provide adequate support tools for delivering, promoting and accessing information resources and services for digital reading. Meanwhile, one student indicated that it was important for universities to develop a reading culture in the digital environment.

Table 2.

Analysis of the digital reading development situation of the university students.

Digital reading development situation of the university students	Students(N = 906)		Librarians(N = 96)
	n	%	n	%
Development of digital reading of undergraduate students by the university
Digital reading is considered part of digital literacy/information literacy courses in the curriculum	405	44.7	45	46.9
There is a unit that takes responsibility for organizing digital reading development programmes	353	39.0	63	65.6
There are regulations, processes and guidelines to develop digital reading	366	40.4	62	64.6
No solutions/unsure	148	16.3	3	3.1
Development of digital reading of undergraduate students by the university library
Programmes and activities are organized to boost digital reading for undergraduate students	555	61.3	81	84.4
Collaboration between faculties to organize programmes to develop the digital reading and information-searching skills of students	452	49.9	56	58.3
Testing and evaluating the digital reading competence of students after library programmes or activities	406	44.8	63	65.6
Introducing and promoting digital resources to students	510	56.3	88	91.7
Providing digital devices to support students’ digital reading	407	44.9	51	53.1
Unsure	42	4.6	0	0.0
Development of digital reading of undergraduate students by lecturers
Introducing digital resources from the university library and other resources to students	735	81.1	92	95.8
Integrating digital reading activities into course contents	516	57.0	68	70.8
Requesting students to read digital documents before and after learning	543	59.9	68	70.8
Evaluating digital reading effectiveness during the teaching process	315	34.8	37	38.5
Unsure	0	0.0	1	1.0
No criteria to assess the digital reading effectiveness of students	30	3.3	0	0.0
No programmes/activities to develop students’ digital reading	12	1.3	0	0.0

Concerning the programmes conducted by academic libraries, 91.7% of the librarians responded that most libraries introduced and promoted digital resources to students to encourage reading activities; however, this activity was ranked second by the students, with 56.3%. The organization of programmes and activities to boost digital reading for undergraduate students was also focused on by the librarians (84.4%), but only 61.3% of the students confirmed this item. On the other hand, the provision of digital devices to support students’ digital reading was less centred on by the academic librarians (53.1%) and students (44.9%). One student suggested that academic libraries should allow users to borrow materials and access digital resources conveniently through technology applications.

These findings are supported by other research (Gil-Flores et al., 2012; Liu, 2005), where digital documents determined the amount of time spent reading; digital devices effectively supported digital resources; and online tasking improved reading experiences and learning achievement. In addition, Gil-Flores et al. (2012) suggest that it is important to prioritize the information-seeking behaviour of students to improve their digital reading ability, and to encourage the use of information and communications technology (ICT) responsibly in the home.

Teachers need to know how to outline learning aims, create enjoyable learning environments, and help students understand their tasks and mistakes in learning, as well as get feedback from students to modify their teaching activities (Wong and Wong, 2015). Norte et al. (2017) state that teachers have a significant role to play in students’ reading because they can offer constant support, monitor reading activities, enable the reading process, and use different teaching methods to motivate students’ engagement in reading. They can use digital textbooks as motivational tools to boost the learning achievement of students by integrating them into their teaching and learning methods (Jang et al., 2016). An effective teacher must provide information on a variety of resources in accordance with students’ interests, needs and abilities, as well as guidelines for reading. In addition, the interaction of teachers and students in the classroom helps students to enhance their critical thinking skills (Allington, 2002).

Factors influencing digital reading

There were 5 factors with 27 items that had an influence on bachelor students’ digital reading. The results (Table 3) reveal that the student factor had the highest mean value for both the librarians and the students (4.55 and 4.23, respectively). The second highest mean values concerned the lecturer factor (librarians, 4.47; students, 4.19). University policy had the lowest mean values (librarians, 4.24; students, 3.97).

Table 3.

Factors influencing the digital reading of the university students.

Factors influencing digital reading	Numberof items	Cronbach’s alpha		Students(N = 906)		Librarians(N = 96)
Factors influencing digital reading	Numberof items	Students(N = 906)	Librarians(N = 96)	M	SD	M	SD
University administration	5	.885	.785	4.24	.461	3.97	.686
Infrastructure and information resources	5	.865	.722	4.44	.410	4.18	.684
Library and librarians	6	.887	.792	4.42	.400	4.16	.638
Lecturers	5	.861	.798	4.47	.430	4.19	.645
Students	6	.912	.817	4.55	.396	4.23	.656

The following results express the mean values and factor loadings of the subfactors influencing the digital reading of the undergraduate students (see details in Appendix 1).

University administration

This factor had five items, where ‘Collaboration between faculties, academic staff and functional units to design and organize digital reading programmes’ had the highest mean values for the librarians ( $\bar{X}$ = 4.49) and the students ( $\bar{X}$ = 4.15). Meanwhile, ‘Integrating digital reading/digital literacy courses in curricula’ had the lowest mean value for librarians ( $\bar{X}$ = 3.95). ‘Having a central unit to implement programmes to develop digital reading competence’ was evaluated as less important by students ( $\bar{X}$ = 3.81). Based on the findings from the open-ended questions, one library member recommended that universities should design programmes to apply reading literacy for students to research, practice and work effectively.

These findings are highly consistent with other surveys, such as those by Igbokwe et al. (2012) and Rabaud et al. (2018), which show that libraries and educational organizations should create a comfortable environment for reading, and organize competitions to encourage and stimulate reading interests and habits. Administrators and practitioners should design national curriculum systems and approval policies to utilize digital documents to enhance students’ reading motivation (Jang et al., 2016). Chen (2017) also suggests that institutional authorities should focus on allocating learning resources to provide opportunities for students to be exposed to ICT. Students’ desire for print and digital reading resources should also be attended to (Loh and Sun, 2019).

Infrastructure and information resources

Of the five subfactors, ‘The variety of information sources on the Internet’ was considered as the most critical item by the students, as it ranked at the highest level ( $\bar{X}$ = 4.29); however, this item was less focused on by the librarians ( $\bar{X}$ = 4.31). Meanwhile, ‘A strong network infrastructure that can be accessed quickly and conveniently’ had the highest ranking with the librarians ( $\bar{X}$ = 4.70) but the lowest mean value with the students ( $\bar{X}$ = 4.13). ‘Digital documents are easy to access and able to be read anytime, anywhere’ was viewed as the second most important item by the librarians ( $\bar{X}$ = 4.48) and the students ( $\bar{X}$ = 4.20). Some of the respondents emphasized that university libraries should select appropriate high-quality information resources from the Internet and train users in information-searching skills; cooperate with other universities and organizations to diversify their digital resources; and allow users to access databases (e.g. Springer, Taylor and Francis, and ScienceDirect) freely.

Previous studies have emphasized the significant roles of infrastructure in improving students’ reading. For example, laptops, computers, projectors, screens and a good Internet connection can better support the development of reading motivation and enjoyment (Dawkins, 2017). Wang et al.’s (2019) results show that flash animation helped increase reading interest and concentration; other types of books (i.e. app books, Accelerated Reader books) also motivated interest in reading but they can decrease readers’ close attention. In addition, Internet use, the ownership of mobile devices and a social media account, and computer use also impact and improve digital reading habits (Lee and Wu, 2012; Maden, 2018). In contrast, other studies state that the abovementioned factors (i.e. the possession of digital devices and a social media account), laptops and technologies do not have a significant influence on students’ digital reading performance (Keskin et al., 2016; Larson, 2012; Tenopir et al., 2013).

Library and librarians

Amongst the six items, ‘The library organizes a variety of activities to promote digital reading’ received the highest ranking from the librarians ( $\bar{X}$ = 4.61), whereas ‘Libraries have a variety of products, services and programmes to promote digital reading’ was considered the most important subfactor by the students ( $\bar{X}$ = 4.21). Conversely, ‘The library regularly reviews students’ digital reading needs and interests in order to organize appropriate programmes’ had the lowest mean scores for the librarians ( $\bar{X}$ = 4.11) and the students ( $\bar{X}$ = 4.00). One librarian suggested that academic libraries should actively design and organize programmes to develop the digital reading skills of students, as well as develop practitioners’ skills so that they may become information specialists and support and guide researchers and students.

Rabaud et al. (2018) note that the undergraduate students in their study had more motivation and spent more time reading independently for entertainment rather than academic purposes. Thus, academic libraries should develop materials for recreational purposes (e.g. newspapers, magazines, fiction titles) and organize seminars or programmes to provide knowledge and skills for effective learning and time management to enhance students’ independent reading. In their study, Kleijnen et al. (2017) indicate that libraries did not influence students’ reading attitudes and behaviour but they could develop a reading climate for students.

Lecturers

The items with the highest and lowest mean values for the librarians were ‘Lecturers require students to read digital documents during their study and research processes’ ( $\bar{X}$ = 4.65) and ‘Lecturers are ready to support students in developing their reading skills in courses’ ( $\bar{X}$ = 4.25). Whereas ‘Lecturers have the digital knowledge and skills to support reading’ was highly appreciated by the students ( $\bar{X}$ = 4.23), ‘Lecturers test and assess students’ digital reading skills through the learning process’ was ranked lowest ( $\bar{X}$ = 4.13).

These results support the findings of Dawkins (2017), who mentions that teachers have an essential influence on students’ reading development. Moreover, their attitudes with regard to social media positively impact students’ learning performance (Cheng and Weng, 2017). Therefore, developing instructional contents for reading on-screen plays an important role in improving digital reading habits (Maden, 2018). According to Dixon et al.’s (2014) study, learners’ characteristics (i.e. knowledge, technology levels, needs, learning styles) must be taken into account for appropriate assignments, materials, collaborative groups and guidelines to work independently. Thus, differentiated constructions are viewed as one of the critical elements to develop reading strategies (Dawkins, 2017; Firmender et al., 2013; Robb, 2013).

Students

‘Having the digital knowledge and skills to support digital reading’ had the greatest mean values for both the librarians ( $\bar{X}$ = 4.62) and the students ( $\bar{X}$ = 4.28). In contrast, the subfactor of ‘Students are interested in digital reading to improve skills and knowledge in different fields’ had the lowest mean values for the librarians ( $\bar{X}$ = 4.45) and the students ( $\bar{X}$ = 4.18). One student responded that the preferences for and habits of using digital documents also impacted the bachelor students’ digital reading.

Consistent with Jung et al. (2011), this study shows that the more digital devices readers own, the higher the level of awareness of, interest in and intention to use e-books. Moreover, digital reading literacy strongly supports readers in identifying questions, locating information resources and evaluating information quality (Chen, 2017). Learners who have confidence and positive attitudes in tasks concerning ICT actively participate in digital reading (Lee and Wu, 2012). Students with more confidence in using and exploring new technologies and gadgets are more interested in using digital documents (Jung et al., 2011). Acar (2015) suggests that ICT skills, ICT efficacy and reading skills should be improved to develop students’ digital reading skills.

Other findings based on the exploratory factor analysis show that the Kaiser–Meyer–Olkin value is greater than 0.5 (0.964); the total variance explained is greater than 50% (59.8%); the significance of the Bartlett’s test is less than .05 (.000); the Eigenvalue is greater than 1 (1.408); and the factor loading is greater than 0.5. Thus, it can be concluded that the collected data was highly reliable for a factor analysis (Hair et al., 2009; Hoang and Chu, 2008). As a result, one item (‘The library organizes a variety of activities to promote digital reading’) in the ‘library and librarian’ factor was removed (see Appendix 1).

The results of the factor loading values were revealed in three main factors from the five preliminary factors. Thus, the researchers merged and renamed the preliminary factors to reveal that there were three factors having an influence on the digital reading of bachelor students: (1) the university’s administration (5 items); (2) resources (10 items – the merging of the ‘infrastructure and information resources’ and ‘library and librarians’ factors); and (3) teachers and learners (11 items – the merging of the ‘lecturers’ and ‘students’ factors).

Recommendations and conclusion

This study sheds light on the fact that universities, academic libraries and faculty members play significant roles in supporting and developing the digital reading of undergraduate students. In light of this, lecturers must require that their students read digital texts and evaluate their reading performance. It is also necessary to promote digital reading programmes and provide digital devices for the reading of digital texts. In addition, students with good digital literacy could have better reading skills.

Based on the survey results and the responses to the open-ended questions, several recommendations are proposed for universities, academic libraries and lecturers to advance digital reading.

First, universities should establish educational initiatives that empower students to effectively utilize reading skills in their research, practical applications and professional pursuits. Moreover, fostering collaboration among librarians, academic staff and support units is crucial for the development and implementation of digital reading programmes. Input from librarians and students regarding the impact of these initiatives should be taken into consideration.

The survey findings have highlighted the significant impact of diverse information resources and services on students’ digital reading experiences. Therefore, academic libraries should consistently enhance their collections of information resources by carefully selecting high-quality and relevant materials from the Internet. Collaborating with other universities and organizations can further enrich their range of digital resources. Additionally, it is essential to ensure free access to databases for users. The respondents strongly recommended organizing various activities to foster digital reading, such as reading competitions, reading clubs, recreating favourite books and encouraging the selection of personal reading materials. It is crucial to prioritize the development of programmes and initiatives that promote active digital reading and inspire students’ enthusiasm for reading.

Lecturers play a vital role in advancing students’ digital reading skills. They should establish clear standards for evaluating the effectiveness of students’ digital reading skills and incorporate requirements for students to engage with digital documents in their studies and research endeavours. By integrating digital reading practices into their teaching methodologies, lecturers can effectively encourage students to enhance their reading abilities in the digital realm.

Limitations of the study

This study has provided insights into the strategies employed by universities to enhance digital reading among undergraduate students in Vietnamese universities and identified factors that influence their digital reading experiences. However, it is important to acknowledge that the research findings may not encompass all aspects of students’ reading proficiency in the digital environment. Therefore, future research should delve deeper into digital reading patterns to gain a comprehensive understanding of students’ behaviours, preferences, habits and perspectives regarding reading. Additionally, investigating the correlation between reading strategies and learning performance when utilizing digital resources would be beneficial in understanding how students read and utilize their reading knowledge and skills to achieve desired learning outcomes. This would enable the development of approaches to enhance students’ reading proficiency. proficiency. DeclarationDeclaration of conflicting interests

Footnotes

Declaration of conflicting interests

The authors declared no potential conflicts of interest with respect to the research, authorship and/or publication of this article.

Funding

The authors received no financial support for the research, authorship and/or publication of this article.

ORCID iD

Kulthida Tuamsuk

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