The review reports that pre-reading activities have received abundant empirical support for enhancing EFL reading comprehension across contexts¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Across EFL and L1 contexts, prior studies cited by the article conclude that using pre-reading activities improves students' reading comprehension performance. → Hana S. S. Al Rasheed 2014

Evidence¶

Hana S. S. Al Rasheed 2014¶

Hana S. S. Al Rasheed. (2014). Examining the Effectiveness of Pre-reading Strategies on Saudi EFL College Students' Reading Comprehension. English Language Teaching, 7(11). https://doi.org/10.5539/elt.v7n11p79

q1 · i? · causal · r1

Narrative literature review attributing this conclusion to studies it cites, including Zhaohua (2004), Alemi and Ebadi (2010), Yusuf (2011), and Maghsoudi (2012), whose designs are reported only second-hand here.

"As these studies indicate, pre-reading activities have been examined in a variety of contexts in both the EFL and native language fields. Indeed, the use of pre-reading activities has received abundant empirical support in various EFL contexts."

Discussion¶

Related Claims¶

• Explicit instruction of four reading comprehension strategies with short stories yields higher reading comprehension post-test scores than regular syllabus instruction in EFL preparatory students — related
• L1 glosses do not significantly improve EFL reading comprehension compared with no glosses — related
• The review reports vocabulary pre-teaching was less effective than pictorial context and pre-questioning in prior EFL studies — a narrower finding that bears on this claim