The Effect of Schematic Knowledge on Iranian EFL Learner’s Reading Comprehension

Abstract

A large number of variables influence the way a learner comprehends a reading passage, one of which is prior knowledge. This study examines this variable to discover its effect on the reading comprehension ability of Iranian EFL learners. The data was elicited from sixty-eight intermediate level students who were studying English as a foreign language in a private language institute in Rasht, a city in the north of Iran. After an English Proficiency test, they were divided in two groups, an experimental group and a control one. A pre-test was administered to both groups. Consequently, the experimental group received the treatment. Finally, a post-test was administered to both groups in order to find out the differences between two groups. The experimental group outperformed the control group. It was concluded that schematic knowledge has a noticeable significance on improving the reading comprehension skill of Iranian EFL Learners. Therefore, the activation of schematic knowledge prior to the reading process can be a useful method in teaching reading comprehension in language classes.