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Presenters
Najme pourjafarian & Dr.Naser Rashidi
Shiraz University
Iran

Title
The impact of referential and display pre-questions on Iranian EFL learners' reading comprehension

Abstract

 
   This study examined the effect of two types of pre-questions, referential and display, on reading comprehension of intermediate language learners. Participants of the study were a group of 135 Iranian female high school students. First, the participants were given a proficiency test. Then, they were divided into three groups. Each of the three groups was given six tests during six sessions. One group received their exams with referential pre-questions; another with display pre-questions and the third one doesn't receive any pre-questions. Results showed that the group that had access to referential pre-questions had significantly better reading comprehension performance than the other groups.  

Key words: referential pre-questions, display pre-questions, reading comprehension, EFL.