Effects of Pre-Reading Activities on EFL Reading Comprehension by Moroccan College Students
Bibliographic record
Abstract
This study investigated the effects of two pre-reading activities (class discussion and vocabulary definitions) and a control condition on the reading comprehension of 57 Moroccan college freshmen. It also investigated the differential facilitative effect of the two pre-reading activities on the students’ comprehension. Each student read an expository text under one of the three conditions and immediately afterwards answered a 9-item short-answer test designed to measure comprehension of the text. A one-way ANOVA and a post-hoc comparison test were applied to the results. This revealed that the two pre-reading activities produced significantly higher comprehension scores than the control condition. Vocabulary definitions activity resulted in increased comprehension compared with the control condition, but was significantly less effective than the class discussion activity. Results of the study were interpreted in relation to the schema-theoretic view of the reading process, and to their implications for EFL reading instruction. Key words: Pre-reading activities; Activating background knowledge; Reading comprehension
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".