EXPLORINNG THE EFFECT OF PRE-READING VOCABULARY ACTIVITIES ON A2- B1 LEVEL STUDENTS’ ABILITY TO UNDERSTEND MAIN IDEAS IN SHORT TEXTS
DOI:
https://doi.org/10.5281/zenodo.18206145Keywords:
Pre-reading activities, vocabulary development, reading comprehension, main idea, contextual guessing, visual support, exploratory action research.Abstract
This exploratory action research investigates the impact of a newly introduced pre-reading vocabulary activity on A2-B1 level students’ ability to understand the main idea of short texts. The study involved 14 students divided into control and experimental groups. The control group completed reading texts using traditional methods, while the experimental group engaged in a visual and context-based vocabulary prediction strategy prior to reading. Data collected from comprehension tasks showed that the experimental group outperformed the control group, scoring an average 11-12 correct answers out of 13, compared to the control group’s 7-8. The findings suggest that pre-reading vocabulary activities incorporating contextual guessing and visual support significantly enhance students’ comprehension of main idea.
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