The Impact of Content-based Pre-reading Activities on Iranian High School EFL Learners’ Reading Comprehension

Abstract

Abstract-Most specialists in the field of foreign language reading consider reading as an interactive process between the text and the reader's prior knowledge. Therefore, the activation of prior background knowledge for an effective comprehension is very important. It is generally agreed that the pre-reading phase is the stage where we can help this interaction and activation take place. There are different strategies and techniques which could be applied to make sure of this interaction and to achieve the final goal of reading, i.e. comprehension. In this study, we focus on the pre-reading phase and the impact of three pre-reading techniques (the brainstorming, the kwl (what I know, want to know, learned), and the pre-questioning techniques) on reading comprehension. 125 high school students, both boys and girls, studying pre-university in Tarom, Zanjan, participated in the study. They were assigned to four groups: one control group and three experimental groups for each of the three pre-reading techniques. The results of data analysis indicated that all the experimental groups that used the pre-reading techniques did significantly better in their comprehension than the control group which received no technique. Meanwhile, the KWL group exceeded the other two groups in their performance.

A Review of the IELTS Test: Focus on Validity, Reliability, and Washback

“…Thus, in reading, for example, we can invest on vocabulary using special techniques and strategies like pre-teaching of vocabulary in context, extensive reading, and intensive reading and lead to enhanced reading and vocabulary skill. Hashemi, Mobini, and Karimkhanlooie (2016) found that, among other techniques, the KWL (what I know, want to know, and learnt) and the Brainstorming techniques are very effective techniques in this concern.…”

Pre-Reading Activities and Their Effects On English Reading Comprehension of ESL Basic School Pupils

“…The application of the pre-reading technique is effective in improving reading comprehension of narrative text (Mujahidah & Ramli, 2019) and increases reading performance (Nesrim, 2020). Pre-reading activities have positive effects on students' performance in reading comprehension (Rondon & Tomitch, 2020;Asgar, 2016) and can have positive effects on all students whether high-level or low-level, and all learners can benefit from the techniques (Hashemi et al, 2016). They are motivational (Nahid &Asgar, 2016), and improve students' comprehension of texts because pre-reading strategies activate students' prior knowledge and facilitate L2 learners' comprehension ability of the target text (Al Akremi (2016).…”

“…Nesrim (2020) also explored the impact of pre-reading strategies on the reading performance of students studying English as a second language. In the EFL context, Hashemi et al (2016) explored the impact of content-based prereading activities on Iranian High school EFL learners' reading comprehension, Asgar (2016) investigated the effects of three types of pre-reading activities on the reading comprehension of Iranian EFL learners, Rondon & Tomitch (2020) explored the effect of different pre-reading activities on pre-intermediate and advanced Brazilian EFL students' reading comprehension and Nahid &Asgar (2016) investigated, specifically, the extent to which pre-reading activities might improve EFL learners' reading comprehension. Also, Al Akremi (2016) investigated the impact of pre-reading activities on male ESL upper-intermediate students' comprehension in a post-Basic Education school in Oman.…”

The Effectiveness of Pre-Reading Activities on Gifted Students: A Case on Low Achievement Students

“…al. (2015) and Hashemi (2016), the researchers formulate the alternative hypothesis as students who are taught using Pre-Reading Questioning perform better in reading comprehension compared to those who are taught using Pre-Reading Vocabulary.…”

“…It was found that guessing reading content from questioning pre-reading activity was more effective in increasing learners' reading comprehension ability than vocabulary activity. Hashemi (2016) also studies about Pre-Reading activities towards Iranian students. The entire number of the students participating in the study was divided into four groups, one control group and three experimental groups intended to test the impact of the three pre-reading activities, namely the KWL technique, the Brainstorming technique, and the Pre-questioning technique.…”