Reading plays a significantly important role in every student's academic development, especially when they have to work over a great number of foreign language materials for their professional subjects (McDonough & Shaw, 2013). Strengthening English reading ability is necessary for students to promote individual ability in university education. One of the most important factors affecting students' English reading proficiency is their use of reading strategies. This study is taken to explore how Vietnamese university students applied Self-strategic regulation (S2R) strategies in their English reading comprehension. 963 students from 6 universities in the North of Vietnam participated in the study. The results of the study through the questionnaire and semi-structured interviews show that the participants applied S2R strategies at a medium level of frequency (M=2.9) when they read general English materials. Cognitive strategies were reported being used the most frequently, followed by Affective strategies, Socio-cultural Interactive strategies, and Meta-strategies. Five of the six most frequently used strategies were in the category of Cognitive ones. All the five least commonly used strategies were of medium and low usage falling into the Meta-strategy subscale. From the research results, the author has proposed some pedagogical recommendations to educational administrators, English teachers, students, and English textbook writers as well.