Effects of Previewing on Technological University Students' Reading Comprehension of Difficult Texts

• Main Authors: Heng-Tsung Huang, 黃�睆�
• Other Authors: Mei-Ling Lee
• Format: Others
• Language: en_US
• Online Access: http://ndltd.ncl.edu.tw/handle/47187553805509123069

碩士 === 國立高雄第一科技大學 === 應用英語所 === 91 === ABSTRACT Previewing refers to the activity in which previews are provided prior to reading with intent to equip readers with background knowledge essential for understanding the subsequent selections. And previews are introductory materials characterized by such information as thought-provoking questions, description of characters, setting, and plot up to the point of climax, directions for reading, and definitions of difficult vocabulary (Graves, Prenn, & Cooke, 1985). In the literature, many empirical studies have demonstrated the profound effectiveness of previewing in comprehending difficult texts with L1 readers in elementary, junior high and high schools (Graves & Cooke, 1980; Graves, Cooke, & LaBerge, 1983; Graves & Palmer, 1981; Graves & Prenn, 1984). However, few if any systematic attempts have been put forth to probe the utility of previewing for EFL readers in Taiwan's technological universities. The current study, for that reason, set out to investigate the effects of previewing on technological university students’ reading comprehension of difficult texts. Sixty-eight students at NKFUST were assigned to two reading conditions on a random basis: one with previewing treatment and the other without. In the experiment, the previewing group was presented with a preview ahead of reading each story whereas their control counterparts read stories at the absence of any assistance provided in advance. Immediately after, a multiple-choice posttest, containing questions of different types (main ideas and details, vocabulary, and inferences), was employed to gauge students' overall comprehension as well as their comprehension of textual ideas at different levels. Additionally, to tap the extent to which readers embrace positive attitudes towards previewing, two questionnaires were given to glean relevant information. Finally, an open-ended question garnered students’ opinions in terms of information helpful in facilitating reading comprehension if given before reading. Several t-tests were performed to analyze students’ scores on the comprehension tests while their responses to the attitude questionnaires and the open-ended question were simply tallied and presented. Major findings are summed up as follows. First, previewing significantly improved students’ overall reading comprehension. Second, previewing substantially increased students’ reading comprehension at three different levels. Third, no significant effects were detected for previewing on story reading time. Fourth, students generally embrace positive feelings towards previewing. Fifth, in most students’ eyes, the three most helpful information items to be given prior to reading a story are summary, vocabulary lists, and characters.