Examining the Use of a Word Cloud Activity in the Pre-reading Stage of L2 Reading Comprehension
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This study examined the impact of word cloud pre-reading activities on secondary English as a foreign language (EFL) learners’ reading comprehension. The study included 278 Korean high school students who were divided into two equivalent groups (experimental and control groups). The experimental group of students were given word cloud pre-reading activities, while the control group of students were provided with textbook-based pre-reading activities. Both groups read the same reading text each week for five weeks, for which they had a different pre-reading activity before reading. In order to compare the impact of the pre-reading activities, a multiple-choice reading comprehension test was administered each week for five weeks right after the students completed the pre-reading activity and individual text reading. Across the five reading comprehension tests, the experimental group outperformed the control group in test scores and showed a narrower range of difficulty in different types/constructs of the test items. However, a further overtime comparison of the experimental group’s performance across the five tests did not show any significant difference in each of three different levels of reading ability. These findings provide pedagogical implications for pre-reading activities, as well as teaching/testing EFL reading in a high school setting.
Abstract
This study examined the impact of word cloud pre-reading activities on secondary English as a foreign language (EFL) learners’ reading comprehension. The study included 278 Korean high school students who were divided into two equivalent groups (experimental and control groups). The experimental group of students were given word cloud pre-reading activities, while the control group of students were provided with textbook-based pre-reading activities. Both groups read the same reading text each week for five weeks, for which they had a different pre-reading activity before reading. In order to compare the impact of the pre-reading activities, a multiple-choice reading comprehension test was administered each week for five weeks right after the students completed the pre-reading activity and individual text reading. Across the five reading comprehension tests, the experimental group outperformed the control group in test scores and showed a narrower range of difficulty in different types/constructs of the test items. However, a further overtime comparison of the experimental group’s performance across the five tests did not show any significant difference in each of three different levels of reading ability. These findings provide pedagogical implications for pre-reading activities, as well as teaching/testing EFL reading in a high school setting.
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