The Effect of Prior Knowledge Questions on Iranian Pre-Intermediate EFL Learners’ Performance in Reading Comprehension

Abstract

This study was carried out to find the effect of prior knowledge questions on Iranian
Pre-Intermediate English Language Learners’ performance in reading comprehension. Two
English Institute were used for the study. Sixty Pre-Intermediate Learners in two thirty-learner
groups were used for the study. A pre-test was administered on both groups of learners before
the commencement of teaching. A post-test was administered after six weeks of teaching. Data
was analyzed using mean, standard deviation and t-test. The findings revealed significant
difference in the performance of learners taught reading comprehension using prior knowledge
questions. Based on the findings, teachers are encouraged among others, to use prior knowledge
questions to motivate and stimulate learners to use their relevant background knowledge to
interpret and understand new information in their reading comprehension texts. Curriculum
planners and textbook writers are encouraged to include prior knowledge questions as part of
the activities learners should be exposed to during reading comprehension lessons.