Reading as an interactive process: issues in teaching and learning

Abstract

With the need to provide an overview understanding of reading as a fundamental for second language learners, this article emphasizes the definition of ‘reading’ as an interactive process. The study then addresses key challenges in teaching and learning reading. Drawing on various research, it is highlighted that there is a dynamic relationship between readers and texts, which are mainly influenced by linguistic knowledge and psychological influences. As a result, the findings underscore the need for tailored strategies to improve students’ reading proficiency, particularly in the Vietnamese context.