Pre-reading Activities: University ESL/EFL Teachers’ Practices and Views
DOI:
https://doi.org/10.3126/craiaj.v6i2.60242Keywords:
Pre-reading activities, Pre-reading stage, Reading performance, Schema, Schema theoryAbstract
The literature on reading pedagogy has recognized the pivotal role of pre-reading activities in preparing students as readers for the actual act of reading. In this regard, the current paper aimed to investigate University ESL/EFL teachers’ use of pre-reading activities in teaching B.Ed. English major reading courses at a constituent campus of Tribhuvan University. To this end, a case study design was adopted comprising classroom observation and semi-structured interview methods to collect data from four purposively selected English teachers. The findings show personalization of the topic, contextualization of the topic, digging into the title, pre-teaching key vocabulary items, and knowing the author as the most frequently used pre-reading activities. Despite this, students were found to be inadequately engaged in the pre-reading stage for want of variety in pre-reading activities and students’ poor participation. Moreover, coursebook pre-reading activities did not form part of reading lessons for several reasons. Finally, implications are considered for the integration of pre-reading activities for effective reading pedagogy.
Downloads
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Ghodaghodi Multiple Campus, CRAIAJ
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
© Ghodaghodi Multiple Campus, Research Committee, RMC
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. This license enables reusers to copy and distribute the material in any medium or format in unadapted form only, for noncommercial purposes only, and only so long as attribution is given to the creator.