THE EFFECT OF DIFFERENT PRE-READING ACTIVITIES ON PRE-INTERMEDIATE AND ADVANCED EFL STUDENTS’ READING COMPREHENSION
DOI:
https://doi.org/10.47456/cl.v14i29.32230Palabras clave:
Reading, Schema Theory, Pre-reading ActivitiesResumen
This study aimed at investigating the effects of two pre-reading activities, namely Contextual Redefinition and Graphic Organizer, on the reading comprehension of pre-intermediate and advanced Brazilian EFL students. Based on Schema Theory (RUMELHART, 1980; ANDERSON; PEARSON, 1998), both pre-reading activities were expected to have a positive effect on students’ reading comprehension. Using a repeated-measures design, participants’ reading comprehension was tested via written free recall and comprehension questions. Quantitative analysis revealed that treatment with the pre-reading activity Contextual Redefinition weakened pre-intermediate students’ reading comprehension. Contrastingly, it had a positive effect on advanced students’ reading comprehension as measured by comprehension questions. In turn, the Graphic Organizer had a positive effect on pre-intermediate students’ reading comprehension whereas it decreased advanced students’ reading comprehension as measured by written free recall and had no effect when measured by comprehension questions.
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