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Participants were randomly assigned to one control and three experimental groups, completed a pretest, read the same passages across seven sessions under different conditions, and then took a posttest. Paired-samples T-tests and one-way ANOVA show significant improvements for treated groups. Split-plot ANOVA additionally indicates slight overtime score decreases in two experimental conditions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-effects-of-pre-reading-activities-on-reading-comprehension-of-iranian-efl-learners-article/589524/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-effects-of-pre-reading-activities-on-reading-comprehension-of-iranian-efl-learners-article/589524.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What pre-reading activities were tested in the study?","Question",{"text":112,"@type":113},"The study tested movie-watching, vocabulary presentation, and pre-reading summarization as three types of pre-reading activities, compared against a no-treatment control group.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants assigned and what assessments were used?",{"text":117,"@type":113},"Seventy-six elementary-level Iranian EFL learners were randomly assigned to one control and three experimental groups. 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The participants were randomly assigned to one control and three experimental conditions and then a pretest was given to them. After completing the initial stages, participants in all groups read the same passages under different conditions for seven sessions. Each group was then given a posttest. After that, Paired-samples T-tests were run to find out if the participants had made any significant gains from the pretests to the posttests, which proved to be the case. Results of a One-way ANOVA also revealed that students who had received treatments were better in performance than those who had not received any treatment. Finally, the Split-plot ANOVA test run on the results of the posttest and delayed posttest indicated that there was a slight decrease overtime in scores of the students in two of the experimental conditions which was the result of both instruction or class type and its interaction with time but not time itself.  \nKeywords: movie watching, vocabulary presentation, pre-reading summarization  \n1. Introduction  \nIranian learners of English as a foreign language learn English in the classroom environment but cannot use it out of the class or in real-life situations. Therefore, reading is an essential source of input to them. Also, a lot of teachers do not know how to engage students in reading activities or they find it difficult. This means that a lot of energy is wasted and the point of teaching texts or passages is missed. This study investigated specifically the extent to which pre-reading activities might improve EFL learners’ reading comprehension.  \n1.1 Research Hypotheses  \n1.2 The research hypotheses of this study were:  \nH01-Pre-reading activities do not affect students’ reading comprehension from pretests to posttests.  \nH02- There is no difference in the effectiveness of the three pre-reading activities of watching movies, vocabulary presentation, and pre-reading summarization.  \nH03- Participants' scores in different groups change significantly from posttests to delayed posttests as a result of passage of time.  \n1.1 Participants  \nThe initial pool of the participants composed of 90 students who were selected randomly from among first and second grade high school students in Ardabil, Iran. All participants were female and native Iranian students and their ages ranged from 14 to 16. In order to determine the students’proficiency level, a proficiency test was given to them prior to the beginning of the research and 14 students, who missed the test's cut-point, were excluded from the study. The students were then randomly assigned to 4 groups of 19 with the non-qualifying students distributed evenly among them. There were three experimental groups and one control group. The groups were ca","cbCaiue1MwXhiclP","https://ap.wps.com/l/cbCaiue1MwXhiclP","pdf",201645,"English","# Introduction\n## Research Hypotheses\n## Participants\n# Review of the Related Literature","[{\"question\":\"What pre-reading activities were tested in the study?\",\"answer\":\"The study tested movie-watching, vocabulary presentation, and pre-reading summarization as three types of pre-reading activities, compared against a no-treatment control group.\"},{\"question\":\"How were participants assigned and what assessments were used?\",\"answer\":\"Seventy-six elementary-level Iranian EFL learners were randomly assigned to one control and three experimental groups. All groups received a pretest, completed seven reading sessions under different conditions, and then took a posttest.\"},{\"question\":\"Did the pre-reading activities improve reading comprehension results?\",\"answer\":\"Yes. Paired-samples T-tests and one-way ANOVA showed that participants in treated conditions made significant gains and performed better than the control group.\"}]","The Effects of Pre-Reading Activities on Reading Comprehension of Iranian EFL Learners - Article | PDF",1792067539]