The effect of timing of pre-reading activities on high intermediate EFL learners’ reading comprehension
Abstract
This study was carried on for the purpose of comparing EFL learners’ reading comprehension skill before and after the execution of timing different types of pre-reading activities. It was found that after applying the pre-reading activities the participants of the experimental group who were given some time to process the information given in the pre-reading activities before reading a text performed better in the post-test when balanced the differences with the presenting of the participants in the control group who were asked to start the reading task immediately after fulfilling the pre-reading activities. The researchers utilized Paired and independent samples t-tests to analyze the gathered data and find the answers to the posed research question. Based on the findings, although both groups showed improvement in the post-test more probably due to the outcome of pre-reading activities, the superior performance of the experimental group leads to the conclusion that timing these activities can assess the learners' process information before actually applying them in the reading process.
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