The Effects of Pre reading Activities on Korean High School Students' English Reading Comprehension
This study aimed to investigate the relative effect of different types of pre reading activities on Korean high school students' second language (L2) reading comprehension according to their English proficiency level advanced, intermediate, and low. The participants were 342 first year students who were administered reading comprehension tests under four different pre reading activities conditions: pre questioning, visual materials, pre teaching vocabulary and a no activity group. The results revealed that the pre questioning and the provision of visual materials significantly contributed to the comprehension of English reading texts; however, pre teaching vocabulary did not affect L2 reading comprehension. Also, the effects of pre reading activities were overall stronger in low level participants than in advanced or intermediate level subjects. The findings suggest that for the purpose of enhancing low level students' L2 reading comprehension it is essential for teachers to employ pre reading activities in the classroom.