Abstract

This paper highlights two prominent theories in second language acquisition: the Input Hypothesis and the Interaction Hypothesis. Numerous studies have explored the meanings, types, and effectiveness of each and their roles in developing language skills, which are central to language acquisition and learning. While many studies have discussed effective and meaningful approaches that incorporate input and interaction, few specifically examine their effects on reading skills, particularly concerning the Interaction Hypothesis. This paper aims to assess the impact of input and interaction on Saudi EFL learners' reading skills. The literature review indicates the effectiveness of the Input Hypothesis in enhancing reading skills and suggests that incidental learning facilitates language acquisition. It reveals the positive influence of interaction on reading skill development, mainly through interactionally modified input, which is perceived as an effective type. Previous studies show the importance of considering the cultural schema of learners as it works as a checklist for them during their reading to measure their knowledge, resulting in enhanced comprehension. The paper concludes with implications for future research, noting the limited studies available on the impact of the Interaction Hypothesis on the reading skills of Saudi EFL learners and in other contexts.

This work is licensed under a Creative Commons Attribution 4.0 License.