This article explores the multifaceted nature of reading competence in a foreign language, emphasizing its linguistic, cognitive, and socio-cultural dimensions. Drawing from the insights of renowned scholars, it highlights the complexity of reading as an interactive process that involves decoding, comprehension, and critical analysis. The discussion underscores the importance of metacognitive strategies, such as self-regulation and monitoring, to enhance reading comprehension and engagement. Additionally, the article addresses the evolving role of digital literacy in the context of reading, reflecting the demands of the modern era. By examining definitions and instructional strategies, the article provides valuable perspectives for educators and researchers seeking to enhance reading proficiency in multilingual and globalized contexts.

Cognitive processes, comprehension, critical analysis

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