The impact of pre-reading strategies through online reading on EFL students’ reading comprehension

Abstract

Pre-reading strategies are commonly used in numerous instructional environments for a variety of reasons. It is well adapted for use in English as a Foreign Language (EFL) classroom as an introduction to the reading portion of the curriculum. The present study intends to improve students' reading comprehension by integrating online reading alongside pre-reading strategies in an English Afterschool Program in Armenia. It determines the learners’ level of progress after the application of the online reading with the pre-reading strategies, as well as their perceptions and inspiration towards them. The quasi-experimental study, which incorporated action research, was conducted with treatment and comparison groups of students. The participants of the comparison group completed the pre-reading strategies in a traditional method, which was without the inclusion of online reading, while the treatment group learners completed this stage with the utilization of searching tools on the Internet. This research contained mixed method data: qualitative data were conducted through interviews and class observations, while quantitative data were obtained through pre- and post-tests, as well as weekly assessment tests. Enhancement in reading comprehension through pre-reading strategies was highlighted as the outcome of the quantitative data analysis, and the findings of this study indicated the essentiality of the online reading incorporation in the pre-reading stage as it ensures to have a major impact upon the advancement of reading comprehension, engagement, and interest of students.