The Effect of Two Pre- task Activities: Pre- taught Vocabulary and Brainstorming on Intermediate EFL Learners’ Reading Comprehension

Masoud Khalili Sabet, Abdorreza Tahriri, Somayeh Rostami Shirkoohi

Abstract


The primary purpose of the present study was to investigate the effectiveness of two pre- task activities of reading: pre- taught vocabulary and brainstorming in EFL learners’ reading comprehending.  To this end, three intact classes in a private English Institute in Tehran, were selected from a population of 60 English learners.  Based on their scores on Oxford Placement Test (OPT), the students were randomly assigned into two experimental groups and one control group and a pre-test was run at the beginning of the course. At outset of the course a pre- test was run among three groups.  The researcher instructed the experimental groups in 16 weeks, one session a week and lasting 40 minutes in each session. The first experimental group benefited from pre- taught vocabulary, while the second experimental group benefited from brainstorming as a pre- task and the third group did not receive any pre- task activities in the reading class. At the end of the course, a post- test with the same items of the pre- test was run to determine the improvement of EFL intermediate students’ reading comprehension changes and an attitude questionnaire was planned to determine the learners’ attitudes toward the pre- task activities.    The results of paired sample t- test indicated that the use of pre- taught vocabulary and also brainstorming enhanced the scores of  the first experimental and second experimental groups’  post- tests ; moreover, ANOVA results revealed a significant increase in reading comprehension scores  of the first and the second  experimental groups’ post- tests compared to the control group’ post-test scores.  The results of attitude questionnaire demonstrated the pupils’ positive attitudes toward the use of pre- task activities. 


Keywords


reading comprehension ability, pre- task reading activities, pre- taught vocabulary, brainstorming

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DOI: https://doi.org/10.7575/aiac.ijalel.v.7n.1p.86

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