Abstract

This article presents the results of a survey on the current organization of reading comprehension instruction for dramatic texts at several upper secondary schools in Vinh Long province. The survey examined teachers’ awareness, the implementation of instructional objectives and content, teaching methods and organizational formats, the assessment of learning outcomes, and difficulties encountered during instruction. The findings indicate that translating the expected learning outcomes for reading comprehension of dramatic texts into classroom practice remains challenging because of limitations in teacher education and professional development, genre-specific teaching methods, instructional time, and supporting learning materials. The study provides an empirical basis for proposing measures to improve the effectiveness of organizing reading comprehension instruction for dramatic texts at upper secondary schools.

Keywords: 2018 Literature curriculum, dramatic texts, reading comprehension instruction, teaching methods, theatre.