The Impact of Pre-questions, Collocations, and Contextualization Activities on Reading Comprehension of Iranian High School Learners of English Authors

The purpose of this study was to investigate the effects of pre-questions, collocations, andcontextualization activities on reading comprehension of Iranian high school learners of English.To achieve such goals, ninety third-grade students studying in two boarding high schools inDoroodzan region, Marvdasht city in Fars province served as the subjects of this study. Theywere comprised of 45 male students serving as the experimental group and 45 female studentsserving as the control group. Then the researcher utilized two instruments, namely, placementtest called “Tarh-e Sanjesh” and the reading comprehension texts taken from third-gradetextbook compiled by Birjandi, Nouruzi, and Mahmoodi (2001). All the participants,experimental and control groups, were taught the same texts under the same conditions.However, the control group did not receive any treatment. Based on the results, in the three tests,experimental group had a better performance in the reading comprehension. Moreover, theresults of t-test highlighted that there was a statistically significant difference in mean score ofexperimental group and mean score of control group. Furthermore, in the three types of prereadingactivities, the learners had a better performance in the posttest. In addition, there was astatistically significant difference in mean scores for pretest and posttest in each type of prereadingactivities.

کلیدواژه ها:

Collocations Activities ، Contextualization Activities ، Pre-Questions Activities ، Reading Comprehension