<![CDATA[Reading literacy among students entering higher education in Indonesia remains a significant concern, particularly among English Education students who are expected to engage actively with English-medium academic texts. This study aims to describe (1) students’ purposes for reading, (2) the strategies they employ when encountering reading difficulties, and (3) their reading habits in both academic and non-academic contexts at the English Education Study Program of Universitas Graha Nusantara. The participants of this study were 60 English Education students. Data were collected through questionnaires and semi-structured interviews. The quantitative data were analysed descriptively, while the qualitative data were analysed thematically. The findings indicate that students primarily read for educational purposes and are predominantly driven by extrinsic motivation. When encountering reading difficulties, students tend to rely more on peers than lecturers for assistance. Furthermore, students demonstrate relatively low levels of academic reading frequency compared with their engagement in non-academic reading activities. These findings highlight the importance of strengthening a disciplinary reading culture in English Education through greater lecturer involvement, structured reading support, and strategies that encourage students’ sustained engagement with academic texts.]]>
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