Please use this identifier to cite or link to this item: https://dspace.ctu.edu.vn/jspui/handle/123456789/12608
Title: The impact of questioning and semantic map in pre-reading stage on students' reading comprehension: A comparative study
Authors: Trần, Thị Thanh Thủy
Phương, Hoàng Yến
Keywords: Gifted students
Reading comprehension
Questioning
Semantic map
Issue Date: 2018
Series/Report no.: European Journal of Education Studies;4 .- p. 279-294
Abstract: Pre-reading activities play an important role in language reading classrooms since they help to activate students’ background knowledge of the topics being taught, which results in improving students’ reading comprehension. Most studies in the literature focus on exploring the effects of individual pre-reading activities such as brainstorming, pre-teaching vocabulary, questioning on students’ performance in doing comprehension tasks. Few studies have been conducted to explore whether one technique is better than the others in activating students’ schemata in reading lessons. The current study investigates the impact of Questioning and Semantic map in Prereading stage on EFL gifted high school students’ reading comprehension. The participants were 52 gifted students from two science classes for twelfth graders (they were non gifted English students). They shared the same culture, native language, educational background and age. The data were collected through two reading proficiency tests (pre-test and post-test) and individual interviews. The findings revealed that both Questioning and Semantic map had positive impacts on gifted students’ reading comprehension. Especially, the students who received Semantic treatment had significantly better improvement in their reading skill. The findings shed lights on what can be done to improve EFL students’ reading performance.
URI: http://dspace.ctu.edu.vn/jspui/handle/123456789/12608
ISSN: 2501-1111
Appears in Collections:Tạp chí quốc tế

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