The effects of vocabulary pre-teaching and pre-questioning on intermediate Iranian EFL learners’ reading comprehension ability
The effects of vocabulary pre-teaching and pre-questioning on intermediate Iranian EFL learners’ reading comprehension ability

Summary/Abstract: Reading comprehension is a key issue in learning English as a foreign language (EFL), and it is critical that teachers utilise prereading strategies in reading classes to help students enhance their comprehension. The present study investigated the effectiveness of two pre-reading strategies such as pre-questioning and vocabulary pre-teaching on EFL students’ performance in reading comprehension. A group of 60 students participated in this study. An experimental design was used with 20 students being assigned to the first experimental group that received vocabulary pre-teaching while the second experimental group of 20 students received pre-questioning and the remaining 20 students received the traditional method.Students in the groups were asked first to perform the pre-reading strategy, read a passage and then answer comprehension questions. Results indicated that there were statistically significant differences among the groups. The experimental groups outperformed the control group. However, between the two experimental groups, the vocabulary pre-teaching group outperformed the pre-questioning group.

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