American Journal of Educational Research, 2014, Vol. 2, No.

9, 817-822
Available online at http://pubs.sciepub.com/education/2/9/17
Science and Education Publishing
DOI:10.12691/education-2-9-17

Pre-reading Assignments: Promoting Comprehension of

Classroom Textbook Materials
Sami A. Al-wossabi*

English Department, Faculty of Arts and Humanities, Jazan University, Jazan, Saudi Arabia
*Corresponding author: [email protected]
Received August 22, 2014; Revised September 02, 2014; Accepted September 10, 2014
Abstract Reading is seen today as one of the most fundamental skills to acquire knowledge in any discipline. The
present study is an attempt to highlight such importance for EFL Saudi learners at Jazan University. It investigates
the influence of pre-reading assignments on maximizing Saudi EFL learners' comprehension of classroom textbook
materials. In this regard, 60 learners were randomly assigned to experimental and control groups designed to qualify
the above statement. Participants in both groups were introduced to language acquisition learning theories for three-
month period. However, in the experimental group, learners were instructed via the use of pre-reading assignments.
An unpaired sample of T- test is used for this study to determine if there is a significant difference of achievement
for subjects introduced to pre-reading assignments. The results of the study revealed that there is a strong correlation
between the use of pre-reading assignments and better comprehension of classroom learning materials. The study
concludes with a rationale to empower and utilize the use of pre- reading strategies in the EFL Saudi learning
context.
Keywords: pre-reading assignments, comprehension, classroom textbook materials, reading strategies, prior
knowledge, content area
Cite This Article: Sami A. Al-wossabi, Pre-reading Assignments: Promoting Comprehension of Classroom
Textbook Materials. American Journal of Educational Research, vol. 2, no. 9 (2014): 817-822. doi:
10.12691/education-2-9-17.

above learning context, success in learning depends on

having powerful memory rather than understanding the
1. Introduction content area being studied.
In a university setting where most EFL learners range
There has not been much discussion in the academia between absolute beginners and high intermediate with
about the use of pre-reading activities in the EFL context. levels in between, maximizing the role of pre-reading
Few articles though addressed the benefits of using pre- activities appear to be one of the best teaching and learning
reading activities for EFL learners [3,32,41,42]. This practices to ensure positive and solid engagements with
could be attributed to the difficulty that educators face textbook materials [3,13,41]. EFL Saudi learners have
when asking students to perform and accomplish tasks of difficulties coping with different reading texts particularly
their own in EFL classrooms. For instance, the researcher those related to materials in Language Acquisition,
observed that many Saudi EFL learners appear to be Applied Linguistics, Discourse Analysis, etc. Such
reluctant and even resistant to be involved in new teacher- textbooks are heavily laden with difficult and vague
initiated activities. Teachers may also come to realize that lexical items [23,30]. For instance, according to my
it is better not to force such activities on students as long teaching experience, the word "Interlanguage" is difficult
as learners do not feel comfortable with extra and new to be conceptualized by Arab EFL learners as there is no
learning loads. One reason that lies behind such resistance such counterpart or equivalent in Arabic language. Such
is that learners have been following a particular learning words are target words for EFL learners majoring in
scenario based momentously on memorizing prescribed English and as such need to be learnt for subsequent use in
extracts of information given by their teachers rather than future contexts. Failure to understand particular linguistic
on understanding, thinking, and acting. terms demotivate learners and cause them to act passively
Unfortunately, it has been also observed that such in most of their language classes. They do feel
phenomenon is persistent and seems to receive great disappointed particularly if the learning material exceeds
approval from many teachers as well as learners. Teachers by far their background knowledge and their ability to
are used to and sometimes forced to prepare written brief understand the overall meaning of texts.
notes of the content area. Students, on the other hand, The present research is not blaming teachers or students
study the notes one week before examination, memorize for such unproductive learning environment. The
them mostly without knowing the meaning of their researcher himself has been taking part in the same
content and usually pass with distinction. Therefore, in the teaching context and using similar teaching criteria for
818 American Journal of Educational Research

two semesters. In the meantime, the researcher has been "metacognitive strategies involve planning, monitoring,
incorporating several teaching strategies to speculate on and evaluating that take place before, during, and after
the best practices that could enhance the students' learning any thinking act such as reading... In contrast cognitive
experiences. Hence, the present study aims at experimentally strategies refer to integrating new material with prior
investigating the extent to which pre-reading assignments knowledge. Cognitive strategies that students use to
can help learners better understand their learning materials acquire, learn, remember, retrieve and understand the
and be able to develop good knowledge of the content material while reading include rehearsal, elaboration,
areas being studied. and organizational strategies" (p. 190).
The definition above indicates that cognitive strategies
are necessary for performing the reading task while
2. Literature Review metacognitive strategies are necessary in understanding
how the readers plan and perform the task. Both strategies
2.1. L2 Reading: A Cognitive Process appear to be interrelated and can be used interchangeably.
This is why it has been concluded by many L2 reading
Many L1 and L2 research highlights the importance of
researchers that metacognitive strategies have a direct
reading as one of the most important skills in successful
influence on cognitive strategies in L2 learning, use or
leaning of languages. Reference [38] stated that reading
performance ( e.g. [4,6,14,17,22,36]).
is the most important activity in any language class, not
Reference [5] investigated the differences in the use of
only as a source of information and a pleasurable activity,
the reading strategies used by adult second language
but also as a means of consolidating and extending ones
learners. Both high and low scoring readers more or less
which are knowledge of the language (p.147). According
used similar strategies while answering the comprehension
to [21], reading is "the ability to read the written language
questions. However, Anderson found that high scoring
at a reasonable rate with good comprehension has long
students were more capable of tailoring and applying
been recognized to be as important as oral skills, if not
reading strategies than that of low scoring readers.
more important" (p.1). A more comprehensive definition Reference [43] noted that successful readers use reading
of L2 reading is provided by [34] (p.54), strategies different from that of unsuccessful readers.
Reading involves interactions among the readers Successful readers tended to use metacognitive strategies
Interlanguage competence (e.g. incomplete, fragmented such as planning for learning, monitoring the process and
or not fully-developed linguistic, strategic discourse self-evaluating learning after the tasks.
and sociolinguistic competence), personal characteristics
(e.g., learning and cognitive style, gender, motivation 2.3. Extensive/intensive Reading and L2
and volition, socioeconomic status, educational levels)
and external contexts (e.g. topics, text characteristics,
Achievement
reasons to read, stakes of reading, time constraints) The literature is abundant with work done to probe the
Reading is unanimously defined in SLA research as an correlation between extensive/intensive reading and L2
interactive cognitive processing of text information in achievement (e.g. [7,19,28,35,37,39])
which readers interact with text and author's perspectives. According to reference [11], extensive reading
During reading process, readers repetitively form their generally involves rapid reading of large quantities of
own hypotheses and predictions and use their prior knowledge material or longer readings (e.g., whole books) for general
of language to construct meaning [12,45]. Therefore, understanding, with the focus generally on the meaning of
readers are highly involved in extracting and constructing what is being read than on the language. (pp. 49-50).
meaning from the text, and relatively reflecting on the Reference [19] found that extensive reading aids L2
ideas displayed on the text. As [27] put it out, learners focus more on meaning rather than on form and
A person is unlikely to comprehend a text by accident. thus can have a high intrinsic motivation if the content
If the person is not aware of the text, not attending to it, interests them. Reference [19] suggested that extensive
not choosing to make meaning from it, or not giving reading involves extensive input of meaningful prints
cognitive effort to knowledge construction, little which will in turn give rise to noticeable language input.
comprehension occurs (p. 199). Reference [31] also found extensive reading to be
The interaction between readers and the written texts is effective in enhancing second language proficiency as it
characterized by different cognitive processes, such as, aids the learners to progress at their own pace and gives
negotiating the meaning of the texts, using prior them the freedom to choose the content area of reading.
background knowledge, processing of lexical items and Reference[8] explained that intensive reading is "a
many other reading strategies are taking place simultaneously classroom-oriented activity in which students focus on the
during the interplay between the reader and texts linguistic or semantic detailsgrammatical forms, discourse
[5,26,27,28,29,30]. Many conscious and unconscious markers, and other surface structure details for the purpose
strategies are involved in the reading processes and aid of understanding (p. 373). " Reference [35] found that
readers to facilitate their efforts to decode a text, better L2 reading ability along with topic familiarity led to
understand words and construct meaning [2,24]. greater receptive ability of lexical items. Reference [39]
found a significant effect of intensive reading on L2
2.2. Reading Strategies grammar development when it was associated with
discussions suggesting a possible effect of interactive
SLA researchers have classified two main broad activities on grammar acquisition.
categories for reading strategies, namely cognitive and
metacognitive strategies. Reference [33] explained that,
2.4. Pre-reading and Comprehension
 American Journal of Educational Research 819

According to schema theory [40] the process of 3. Methodology

comprehending a text is interpretive and that it involves
the readers background knowledge and the text itself.
Reference [18] stated that the mind stimulated by key
3.1. Participants
words or phrases in the text or by the context activates a The participants were 60 third year male students
knowledge schema (p. 69). Reference [44] argued, with enrolled in a language acquisition course in level (5), at
reference to the schema theory, that reading could be the English department, Jazan University, 2013. All
thought of as understanding process that involves three subjects have been taking the same language courses.
stages (pre-reading, while-reading and post-reading). Thus, Their proficiency levels ranged from low intermediate to
the second language learner must rely on preexisting high intermediate. Thirty students were assigned in the
schemata to attain appropriate interpretation to the text in control group with no treatment and the other half were
hand. The importance of the utilization of prior knowledge assigned in the experimental group where they were
or schema was well addressed by [1], introduced to pre-reading activities as to prepare them for
"A more correct statement of the role of background the reading texts related to key concepts in language
knowledge would be that comprehension is the use of acquisition.
prior knowledge to create new knowledge. Without
prior knowledge, a complex object, such as a text, is not 3.2. Procedure
just difficult to interpret: strictly speaking, it is
meaningless" (p. 37). In finding out the influence of pre-reading assignments
However, with regard to the EFL/ESL learning contexts, on learners' comprehension of classroom reading materials,
"some students' apparent reading problems may be the present research conducted an experimental study
problems of insufficient background knowledge" [13], (p. compromised of two groups; one was controlled and the
245). Thus, EFL learners' reading problems could be other was experimental. Participants in the control group
thought to be topic-related, particularly when it comes to were given instructions following the current teaching
learning lexical items not within the student's area of criteria where learning takes place only in class.
knowledge. It has been suggested that 'narrow reading' or Participants in the experimental group were instructed via
interest may improve the situation [15]. It would then the use of pre-reading assignments that should be
seem more suitable to prepare students by "helping them accomplished prior to classroom discussions. The language
build background knowledge on the topic prior to reading, content area on which the participants were instructed was
through appropriate pre-reading activities" [13], (p. 245). based on thematic units about first/second language
Pre-reading activities have been considered as effective acquisition concepts. The textbook used was Second
learning tools to better comprehend reading texts and to Language Acquisition [20]. The period for following up
avoid possible failure in understanding and extracting the participants in both groups was three months.
information during the reading processes. They are commonly To qualify the research inquiry, a single objective
used to prepare students to understand what they are about posttest was conducted by the end of the three months
to read. Many SLA studies have found pre-reading activities as period. A pretest was not applicable in the present study,
facilitative for comprehension of texts as it links the as the participants had zero knowledge of the subject area.
learner's prior knowledge with understanding the text in hand That is to say, it was their first time to be introduced to
(e.g. [9,10,16,29,42]). Reference [16] claimed that such concepts in the area of language acquisition. The posttest
activities are challenging and motivating in the sense that symbolized a comprehension test that comprised true/false
they challenge students to recall their previous knowledge. items. The true/false statements included challenging
[16] argued that the aim of such activities is to prepare students statements to ensure the validity of the test construct and
for understanding the reading text and as a result motivate the test reliability of attaining similar results of students'
them to read the passage. Reference [37] called pre-reading subsequent achievement. There were 20 items and were
activities enabling activities as they elicit prior knowledge, weighed with two marks each. Then the raw scores were
provide background and focus attention. They pointed out converted into percentiles. All items were carefully
that such experiences involve understanding the purposes for designed to cover classroom materials in language acquisition.
reading and building the necessary knowledge needed for Participants in the experimental and control groups have
dealing with the content and the structure of the material. been trained on using True/False questions on aspects of
Narrowing towards the focus of the present study, language acquisition. Two quizzes were given to both groups
intensive reading seems to be a more appropriate approach during the three-month period of the study. To minimize
to be incorporated in the above teaching situation. This is the process of guessing answers, cheating, or leniency,
because the aim is to study the content and to build more participants were required to correct the false statements
language knowledge of the content area rather than simply and provide plausible information to arrive at the standard
practice the skill of reading. Following an intensive score. Further, test scores were part of their classwork and
reading approach, the use of pre-reading activities could were added to their overall score of the course.
be seen as the fastest way to build up Saudi EFL learners' In one session, the comprehension test was given to all
vocabulary knowledge of the subject area [25,31]. subjects in the experimental group and the control group
Students would also be able to develop positive attitudes as well. Half an hour was devoted to participants to decide
towards the content knowledge and its accompanying on the true statements and correct the false ones. All items
lexical items [16]. Additionally, pre-reading activities of addressed issues in first/second language acquisition to
difficult materials would foster EFL learners to develop test students' understanding of the subject matter.
strategies for dealing with texts that are too hard to read
and understand comfortably in classroom. 3.3. Instrument
820 American Journal of Educational Research

An unpaired sample of T- test is used for this study to The data that were gathered included 60 reading
determine if there is a significant difference of comprehension scores of participants involved in both the
achievement for subjects introduced to pre-reading experimental and control group. As shown in Table 1,
activities. The independent t-test is also used to find the with regard to the P value and its statistical significance,
mean difference between performances of the two groups the two-tailed P value is less than 0.0001. By conventional
criteria, this difference is considered to be statistically
3.4. Data Analysis and Results significant.

Table 1. Independent samples test for reading comprehension

Groups T-value N Mean STD. Deviation STD. Error Mean
Experimental Group 15.15 30 16.4 2.25 0.4108
Control Group 15.15 30 7.3 2.4 0.4382
As it is shown in Table 1, the observed ratio of T-value know to new information being presented. Moreover, pre-
15.15 is greater than the expected one at the at 0.01 level, reading assignments will provide EFL Saudi learners with
this means that the difference between the groups is information about the text and thus arouse their curiosity
greater than the value required to reject the null hypothesis and enthusiasm to discover and locate new information
at the 0.01 level of significance. According to Table 1, the necessary to build up their new knowledge of the content
mean difference of group one minus group two equals - area. Additionally, pre-reading will maximize their
9.1. This significant difference between the experimental learning autonomy that is crucial for enhancing their
group and the control group indicates that participants language competencies. What follows is an account for
who were instructed via pre-reading activities were the rationale in terms of specific/general objectives and
significantly superior in terms of comprehension of the recommendations that need to considered prior to using
subject matter. It is obvious then that participants in the pre-reading assignments in the Saudi EFL context.
experimental group outperformed their partners in the
control group. Such findings indicate the powerful drive 4.1. General Objectives
of pre-reading activities in maximizing the learners' ability
to comprehend and retain difficult concepts in language To enable Saudi EFL learners be part of the learning
acquisition. processes of English language.
One interesting observation throughout the three To keep them motivated throughout their degree
months period is that students in the control group were course.
not totally involved in the learning process of the subject To help them acquire appropriate knowledge of
matter and subsequently little commitment if any have Applied Linguistics and its applications.
been seen on their part. Students seemed to lose interest To develop their learning autonomy.
holding on the belief that the subject being studied was
difficult and beyond their reach. On the other end of the 4.2. Specific Objectives:
continuum, learners in the experimental group have been
Exploring and recalling prior knowledge that is
taking responsibility of their learning with the help of pre-
relevant to the text.
reading activities which kept them motivated and ever
ready to absorb new thoughts and ideas of the content area. Setting a purpose / purposes for reading classroom
Indeed, taking part in such activities was not an easy materials.
task. However, as soon as students felt the immediate Visualizing the text to draw appropriate inferences.
effect of the pre-reading activities on their comprehension Previewing the text to get a sense of the structure and
of the subject matter, they showed full involvement and content
total commitment in learning and participating in Providing students with appropriate guidelines before
classroom discussions. reading.
Establishing connections between their prior
knowledge and what they are reading.
4. Rationale for Using Pre-reading Building students confidence to explore complex
Assignments texts.
Monitoring their understanding of the text.
In the above learning context, learners appear to be low
readers as commented by many language educators. Such 4.3. Recommendations
remark has some truth in it. However, what worsen the Recommendations are written with the Saudi EFL
situation is the presence of teacher -centered classes where situation in the mind considering factors such as, learners'
learners are usually passive and have no role except for level, learners' needs, content area, background knowledge,
taking quizzes and exams that are often hinted at in etc. The recommendation are also the outcomes of the
advance. three-month teaching experience using pre-reading
Saudi EFL learners have no reading responsibilities to assignments with Saudi EFL learners.
prepare them to comprehend what they are reading. As a
result, they lose interest over time and become passive in 4.3.1. Assignments
class. Pre-reading assignments are suggested in the present
paper to promote understanding of the content areas by Pre-reading could take place after a considerable
amount of in class training.
activating learners' prior knowledge to connect what they
 American Journal of Educational Research 821

Pre-reading should be designed to ensure that all strategies proved to be effective in text comprehension. It
students have a basic understanding of the subject is also more likely to contribute to long-term retrieval of
matter not to cover the whole content of classroom word form and meaning and to productive use. This is
textbook. because learners under such treatment are the discovery
Pre-reading assignments should first address the initiators of new meanings in classroom texts. As [23] put
purpose of reading. it out, "puzzling over problems with word meanings in
They should be brief. A few statements in the form of context involves greater cognitive engagement, which
an objective testing item will suffice, five or fewer is helps subsequent recall both in highly variable and in rich,
preferable. The shorter the assignment is, the more clear contexts" (pp. 319320).
likely the students will actually read it. Understanding a text is therefore an active interplay
Pre-reading assignments should arouse students between the reader and the text that primarily involves the
curiosity to read the text. search for the intended message. The learners' task then is
to operate their prior linguistic knowledge on the printed
They should not often reveal information that
students could obtain by simply reading the text. materials following different strategies to arrive at the
intended message. Hence, a good reader should be armed
Assignments should not overwhelm students with
with a wide range of reading strategies in order to
open ended questions. Objective learning items are
comprehend the text effectively and to solve the possible
more appropriate particularly those in the form of
ambiguities he/she may encounter. Such reading strategies
true/false statements or multiple choice.
enable learners to be successful readers who know how to
Testing items such as true/false should require
conceive of a task, how to make sense of what they read,
students to correct the false statements to ensure
and what to do when they do not understand.
understanding of specific information.
To conclude, pre-reading assignments is a factor that
The assignment should create a clear connection could bring about a new trend in the Saudi EFL context as
between the reading and the expectations of the they can crucially contribute in the overall achievement of
students for lecture. curricular goals and attainment of education. Such
technique will ensure interactive classrooms where
4.3.2. Teachers
motivated students can actively seek knowledge, display
At first, teachers should understand the difference intellectual curiosity, and find learning useful and
between learners' level and the difficulty of the text enjoyable.
and if learners have any background about the topic.
Teachers should provide learners with context and
necessary information (e.g. few statements) about Acknowledgments
unknown topics so they can cope with the difficult
themes of the text. The present research was supported financially by the
Teachers should assign marks for pre-reading quizzes. deanship of scientific research grant projects, Jazan
This would motivates students in keeping up with the University, Saudi Arabia.
reading over the entire term.
Teachers should make sure that students have done
the assignment themselves. They can choose some References
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