THE EFFECTS OF PRE-READING QUESTIONS AND TEST QUESTION PREVIEW ON SENIOR HIGH EFL STUDENTS’READING COMPREHENSION

• Main Authors: Chiu-chu Pan, 潘秋菊
• Other Authors: Ling-zu Yang
• Format: Others
• Language: en_US
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/22062358797648849167

碩士 === 國立高雄師範大學 === 英語學系 === 91 === The focuses of this study were chiefly on four aspects. The first aspect concerned whether pre-reading questions and test question preview affected reading comprehension. The second aspect aimed to probe the effects of pre-reading questions and test question preview on the three focuses of reading comprehension performance. The third aspect was to investigate students’ attitudes towards pre-reading questions, test question preview, and the reading process without any pre-reading preparation. The fourth aspect was to explore students’ reading strategies or habits. The subjects of this study were 175 second-year students at Linyuan Senior High School. Three Test Versions (Test Versions A, B, and C) were conducted respectively in a week. In Test Version A, the subjects had to read the text first, and then answer the test questions. In Test Version B, they had to read two pre-reading questions designed by the researcher first, then read the text, and finally answer the test questions. In Test Version C, they previewed the test questions first, then read the text, and finally answered the test questions. At last, a questionnaire designed to investigate their attitudes towards the three test versions and their reading habits or strategies was given. The major findings of the study are as follows: (1) The subjects benefited significantly from pre-reading questions as well as from test question preview on the reading comprehension test. (2) In terms of main idea, pre-reading questions were significantly beneficial to the subjects’ reading comprehension performance. As for the vocabulary comprehension, test question preview was significantly beneficial for the subjects. In terms of the subjects’ performance on detail comprehension, no significant difference existed among the three test versions. (3) Most of the subjects showed positive attitudes towards pre-reading questions and test question preview. (4) Not many of the subjects were aware of or trained to utilize the reading strategies, such as guessing meanings from context, skipping, scanning, skimming, and underlining. Therefore, it is suggested that teachers should design some pre-reading activities to warm students up. For example, teachers should try to design some pre-reading questions carefully and systematically before teaching or assigning a text. In addition, it is necessary for teachers to introduce some test-taking strategies to students to enhance their test-taking abilities. Finally, teachers not only have to demonstrate some reading skills but also should offer enough opportunities for students to practice them.