Abstract
Reading comprehension is a key issue in learning English as a foreign language, and it is critical that teachers utilize pre-reading strategies in reading classes in order to help students enhance their comprehension. The present study investigates the effectiveness of two pre-reading strategies on EFL students’ performance in reading comprehension. A group of 46 students from King Saud University, Preparatory Year, participated in this study. A quasi-experimental design was used, with 23 students being assigned to the first experimental group that received one pre-reading strategy (vocabulary pre-teaching) while the remaining 23 students received another pre-reading strategy (pre-questioning). Students in both groups were asked first to perform the pre-reading strategy, read a passage, and then answer comprehension questions. Results indicated that there were no statistically significant differences between the two groups. Some implications have been drawn for EFL teachers and material designers.
Highlights
Why should teachers include reading comprehension in the EFL classroom? If Krashen’s comprehensible input is to be considered a condition for learning, this probably could be introduced throughout listening to tracks and reading texts
Reading comprehension is a key issue in learning English as a foreign language, and it is critical that teachers utilize pre-reading strategies in reading classes in order to help students enhance their comprehension
The current study aims to investigate the effects of two pre-reading strategies on Saudi EFL college students’ performance in reading comprehension by answering the following question: Are there any significant differences in Saudi EFL college students’ performance in reading comprehension due to the pre-reading strategy used
Summary
Why should teachers include reading comprehension in the EFL classroom? If Krashen’s comprehensible input is to be considered a condition for learning, this probably could be introduced throughout listening to tracks and reading texts. Learners need to build schemata and make connections between new ideas and what they already have in their minds, which is known as schema theory. This theory describes the process by which readers combine their own background with the information in the text (Stott, 2001). The teacher encourages them to list things they know about a given topic, things they are not sure of, and things they would like to know more about Such an activity will activate their schemata and motivate students to read and find out whether their pre-set ideas are correct or not
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