AN INVESTIGATION INTO DIFFICULTIES IN READING AND WRITING ENGLISH AS A FOREIGN LANGUAGE

By Nguyen Phuong Duy Anh
DOI: 10.37550/tdmu.EJS/2025.02.655

The study investigates the challenges faced by Food Technology students at Thu Dau Mot University in mastering English reading and writing skills. The findings reveal that limited vocabulary and grammar knowledge significantly hinder students' proficiency in these areas. For reading, students struggle with insufficient vocabulary, poor comprehension strategies, and a lack of background knowledge, making it difficult to understand texts, identify main ideas, and interpret references. Similarly, writing is affected by challenges such as improper grammar usage, insufficient vocabulary, awkward phrasing, and issues with sentence construction. Mistakes in punctuation, spelling, and word order further reduce the quality of written work, limiting students’ ability to express ideas clearly and cohesively. These difficulties stem from a combination of linguistic limitations, lack of exposure to English, and insufficient support in structured learning strategies. The study highlights the urgent need for targeted interventions to address these challenges. Proposed solutions include vocabulary enhancement exercises, grammar-focused sessions, structured reading techniques, and writing workshops. Additionally, integrating modern tools like AI-powered learning applications can provide personalized feedback and improve overall proficiency. By adopting these strategies, students can gradually overcome their difficulties, enhancing their reading and writing skills to meet both academic and professional demands. The findings emphasize the importance of consistent practice and tailored learning approaches in language development.