Abstract

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.

This work is licensed under a Creative Commons Attribution 4.0 License.