2017 IJRSLL – Volume 6 Issue 3
Department of English Language Teaching, Gorgan Branch, Islamic Azad University, Gorgan, Iran (firstname.lastname@example.org)
Department of English Language Teaching, Gorgan Branch, Islamic Azad University, Gorgan, Iran (Khadijehjafari2002@yahoo.com)
Reading is one of the key sources of input for foreign and second language learners. Teachers therefore should use a set of useful strategies in order to help their students to develop a positive attitude toward reading. This study investigated Iranian EFL learners’ attitudes towards the use of pre- and post-questioning techniques in their reading comprehension class. Thirty elementary EFL students studying English at Shokooh language institute in Gonbad-e Kāvus, Iran participated in this study. These students received pre- and post-questioning techniques (each class 15) in Autumn 2014-2015. The students’ attitudes were examined by two independent Likert agree/disagree type teacher-made questionnaires. These questionnaires were designed to elicit the participants’ attitudes towards the role of pre- and post-questioning techniques on their reading comprehension. Later, the results of the two questionnaires were analyzed using descriptive statistics. The results of these questionnaires clearly showed that the students in both groups completely recognized the advantages of using questioning techniques in their reading classes. Overall, students in both pre- and post-questioning groups had positive attitudes towards using such techniques in their reading comprehension classes. Some implications for EFL teachers and reading material developers in using strategies in reading classes are suggested at the end.
Keywords: pre-questioning; post-questioning; reading; comprehension; nonfiction texts