ERIC Number: EJ1075955
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1916-4742
EISSN: N/A
Examining the Effectiveness of Pre-Reading Strategies on Saudi EFL College Students' Reading Comprehension
Al Rasheed, Hana S. S.
English Language Teaching, v7 n11 p79-91 2014
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.
Descriptors: Reading Strategies, Reading Instruction, English (Second Language), Second Language Instruction, Reading Comprehension, College Students, Foreign Countries, Quasiexperimental Design, Experimental Groups, Control Groups, Vocabulary Development, Questioning Techniques, Instructional Effectiveness, Prior Learning, Females, Comparative Analysis, Teaching Methods, Second Language Learning, Language Tests
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia
Identifiers - Assessments and Surveys: International English Language Testing System
Grant or Contract Numbers: N/A