Pre-Reading Activities and Iranian EFL Learner’s Performance in Reading Comprehension

Abstract

The present study is an attempt to investigate the impact of two different types of pre-reading activities<br />of 1: glossary of unknown vocabulary items and 2:content related support on EFL learners’<br />performance on reading comprehension across low proficiency (LP) and high proficiency (HP) levels.<br />80 language learners with an age range of 18-28(male and female) participated in this study. Each<br />level consisted of two experimental groups. One experimental group received glossary of unknown<br />vocabulary items while the other group received content related support (in written form) with the aim<br />of activating prior knowledge before administering reading comprehension questions. The results of the<br />statistical analysis of the data revealed that two types of pre-reading activity and proficiency level shad<br />positive effect on the learners’ reading comprehension. The study suggests that appropriate and<br />relevant pre-task activities should be employed at different proficiency levels to facilitate and improve<br />the learners’ reading comprehension.