期刊名称：Journal for the Education of Gifted Young Scientists
印刷版ISSN：2149-360X
出版年度：2020
卷号：8
期号：1
页码：501-513
DOI：10.17478/jegys.644812
语种：English
出版社：Journal for the Education of Gifted Young Scientists
摘要：The main purpose of this study was to find out the effectiveness of using Pre-reading activities on students'reading comprehension and their preference of Pre-reading activities.There were 55 first year college-aged students participating this study.The first experimental group was treated using Pre-reading Questioning,while the second experimental group using Pre-reading Vocabulary List.The primary data were collected from the students'post-test,while the supporting data were gained through questionnaire.The primary data were collected,then analyzed by using independent ttest formula.The result of the t-test analysis was 0.041 (0.041<0.05),which means students who were taught using Pre-reading Questioning outperformed those who were taught using Pre-reading Vocabulary List in reading comprehension.From the questionnaire,Pre-reading Questioning gained higher preference from Pre-reading Vocabulary List.Pre-reading Questioning makes the students understand the text better and gives them opportunity to practice thinking and analyzing than Pre-reading Vocabulary List.It means that applying Pre-reading Questioning is an effective way to teach reading comprehension.
关键词：pre-reading activities;questioning;vocabulary list;low achievement students
