INTRODUCTION
Rationale
Comprehension is crucial for effective reading, as it enables readers to grasp the underlying messages of a text By comparing new information with their existing knowledge and experiences, individuals enhance their reading skills This approach can be integrated into various curriculum activities, including science and social studies, to improve understanding and retention of information.
Teachers often encourage students to read texts without focusing on the overall content, which can result in overlooked knowledge and suboptimal learning outcomes To improve reading comprehension, it is essential to activate students' pre-existing knowledge.
Gaining a deeper understanding of a topic involves both exploring its context and recalling existing knowledge, which enhances information retention While grasping complex concepts can be challenging, engaging in discussions with others can clarify ambiguous meanings Such brainstorming sessions help illuminate uncertainties and activate prior knowledge, especially during the pre-reading stage.
Activating prior knowledge is crucial for students as they acquire scientific and academic knowledge daily, particularly for second language learners facing added pressure This approach not only enhances reading comprehension but also encourages greater participation in academic activities.
Therefore, the author has decided to conduct the study entitled “
Activating prior knowledge during the pre-reading stage can significantly boost high school students' participation and improve their reading comprehension This approach aims to provide valuable insights for EFL teachers and learners, contributing to more effective English language teaching and learning practices.
Aims of the study
This study highlights the significance of activating prior knowledge to boost high school students' engagement and improve reading comprehension It emphasizes that foreign language teachers must recognize the value of stimulating learners' background knowledge during the three stages of reading activities, which enhances their understanding of both the context and the texts.
This study aims to enhance students' reading comprehension and encourage active participation by activating their prior knowledge during the pre-reading stage in an English as a Foreign Language (EFL) context By linking new information to existing knowledge, students can better understand and engage with the text.
Scope of the study
Activating prior knowledge enhances learners' achievement, motivation, and the development of new skills This approach is effective throughout all three stages of a reading lesson, as supported by research from Marzano (2000), Wilson et al (2006), Dochy et al (1999), Le et al (2009), Myhill & Brackley (2004), and Mitchell.
2006) However, the study within its scope the two aspects of promoting learners’ participation and enhancing their comprehension through activating prior knowledge in the pre-reading stage
The targeted students are grade 10 students at Hermann Gmeiner HighSchool.
Method of the study
This study employs an experimental research approach to investigate the impact of activating prior knowledge on high school students' participation and reading comprehension To gather data, four instruments were utilized: reading comprehension tests, class observations, interviews, and document analysis.
The pre-test and post-test were designed to have an equal number of words, topics, and difficulty levels to effectively assess students' reading comprehension These assessments ensured that participants achieved the necessary proficiency in their reading skills.
The purpose of class observations is to know the participation of high school students in the lesson.
In addition to classroom observations, in-depth interviews with teachers were used to collect more data on their experience and their viewpoints on the classroom techniques
Finally, in order to achieve the mentioned goal, the teachers carried out classroom activities and techniques to activating prior knowledge in the pre- reading stage.
Organization of the study
The study is demonstrated through five chapters
The first chapter provides an overview of the current challenges related to reading and their implications It then outlines the study's objectives, scope, and methodology, followed by a presentation of the study's structure.
In the second chapter, this chapter presents the previous studies related to the thesis and some concepts as theoretical basis for the study.
The third chapter outlines the research methodology, beginning with an examination of the research questions and the chosen research approach It also details the research design, illustrating the methods used for data collection and analysis.
In the fourth chapter, the Findings- will present the data and discussed the results of the study
Chapter 5 – will summarize the findings, the limitations of the study and some suggestions for further research are also presented
LITERATURE REVIEW
Prior knowledge
“Prior knowledge” generally refers to facts or information which you have learned or acquired through experience previously.
When tackling a new learning task, learners typically possess some form of prior knowledge, enabling them to quickly connect new information with their existing understanding.
Prior knowledge encompasses the content knowledge and personal experiences that students bring to their learning tasks Teachers recognize that classrooms often include a diverse range of backgrounds, with some students coming from highly educated families that promote extensive reading, while others may have limited exposure to the world beyond television, and some may be English language learners To effectively address this diversity, skilled educators implement pre-reading strategies that activate and assess students' prior knowledge, thereby enhancing their readiness for reading activities.
A group of young learners are going to read about dolphins First they talk about what they already know in a brainstorm activity.
Pre-task activities in the classroom effectively engage students by exploring and sharing their prior knowledge Techniques such as making predictions about the content, answering true or false questions, agreeing on five known facts, and conducting class or group brainstorming sessions serve as powerful tools to enhance learning.
2.1.2 The role of prior knowledge in language learning
The following researchers have proved the essence of prior knowledge to learning:
Prior knowledge accounts for the largest variable in student achievement (Marzano, 2000; Wilson et al., 2006)
Prior knowledge is the basis for all future knowledge (Marzano et al., 2000b)
Prior knowledge “constitutes a starting point for the construction of new knowledge” (Garrison,
Prior knowledge can be a significant and accurate predictor of performance and facilitates new learning (R A Thompson & Zamboanga,
Prior knowledge is a fundamental factor for learning new material (Myhill&Brackley, 2004)
Prior knowledge is critical to learning new information (Gagné, 1980)
Prior knowledge enhances learning about new material (Marzano, Norford, et al., 2001)
Prior knowledge of the student largely determines a teacher’s effectiveness (A Jones, Todorova, &Vargo, 2000)
Prior knowledge significantly impacts comprehension, proving to be a stronger predictor than intelligence or reading achievement test scores, as highlighted by the Division of Instruction (1990).
Prior knowledge allows a student to understand a topic (R A. Thompson &Zamboanga, 2004)
Prior knowledge plays a crucial role in enhancing learning, as it enables students to effectively encode and retain information in long-term memory by connecting new concepts to their personal experiences and existing knowledge (Kruse, 2010).
Prior knowledge and a student’s experiences play a significant role in learning new material (Le et al., 2009)
Students with higher prior knowledge tend to achieve more (R A. Thompson & Zamboanga, 2004)
Prior knowledge and student characteristics had a larger impact on student achievement than instructional practices (Le et al., 2009)
Prior knowledge enhanced comprehension and students’ performance improved (Spires & Donley, 1998)
Prior knowledge and a student’s personal history influences, and has an effect on, how and what students learn (McGee, Almquist, Keller, & Jacobsen, 2008; R A Thompson & Zamboanga, 2004)
Prior knowledge and background characteristics play a larger role than educational interventions (Le et al., 2009)
Prior knowledge promotes growth of new learning through interaction (Dochy et al., 1999; Le et al., 2009; Myhill&Brackley, 2004)
Prior knowledge was an important asset when reading new material; students merged prior knowledge with new text to comprehend the new reading material (Johnston & Pearson, 1982; Spires & Donley, 1998)
Prior knowledge allows students to be more successful in minimally guided instructional tasks (Kirschner, Sweller, & Clark, 2006)
When prior knowledge and interests were linked, student motivation increased (Mitchell, 2006)
Prior knowledge not only effects unconscious behavior but also plays a role in deliberate choices (Betsch, Brinkmann, Fiedler, &Breining, 1999).
Activating prior knowledge
Activating prior knowledge, often referred to as a schema, is essential for enhancing students' comprehension by linking their existing knowledge and experiences to the text they are reading Schemas act as textual cues that enable readers to unconsciously integrate their past experiences into their understanding of new information This process of activating background knowledge occurs through various means, ultimately facilitating deeper comprehension (Fisher & Frey, 2009).
There are two types of schemata: formal schemata and content schemata A formal schema pertains to the understanding of the organizational structure of various text types, encompassing abstract patterns of meta-linguistic, discourse, and textual organization that shape our expectations while interpreting language This background knowledge aids readers in comprehending different genres, such as fiction, poetry, essays, and articles Research indicates that familiarity with the genre of a text enhances reading comprehension, as it provides contextual clues about the content However, compared to linguistic and content schemata, formal schemata have a lesser influence on the reading process.
Content schema plays a crucial role in reading comprehension by encompassing a reader's existing knowledge, including familiarity with the topic, cultural insights, and prior experiences (Anderson et al., 1979; James, 1987) These schemata enable readers to navigate texts effectively by predicting information, selecting relevant details, and clarifying ambiguities Research indicates that content schemata significantly impact comprehension, often more so than formal schemata, highlighting that a reader's familiarity with a subject directly enhances their ability to understand and process information quickly and efficiently.
By recalling those connections through 3 stages of reading, particularly in pre-reading phasea critical comprehension strategy should be trained to be the best practice for readers to use unconsciously.
(Oliver Keene and Zimmerman) in Mosaic of Thought (1997), indicated main types of connections can support students to improve their reading level:
The "text to self" connections model highlights the relationship between a text and an individual's prior experiences, enabling students to enhance their understanding of the material by relating it to their existing knowledge This reciprocal interaction deepens comprehension and enriches the learning experience.
"Text to world" connections enhance students' understanding of literature by linking their awareness of real-world events to the narratives they read For example, knowledge of the Vietnam War can provide crucial context for comprehending the themes and events in "Chiec luoc nga."
"Text to text" connections involve relating information from one book to another, allowing readers to compare elements such as writing style, characters, themes, and climaxes This comparative analysis helps in predicting the potential direction of a story.
Professional readers often employ explicit teaching strategies to enhance their understanding of reading material, thereby fostering independent reading skills According to Keene and Zimmerman (1997), this approach is part of a framework of seven strategies essential for successful comprehension.
These connections serve as essential foundations that enable students to effectively absorb new information, including facts, ideas, and concepts presented in texts As they read, students reflect on how this new knowledge relates to what they already understand, thereby enhancing their knowledge schema.
To ensure comprehensive understanding of reading strategies, teachers dedicate 6-8 weeks to thoroughly teach each specific approach before progressing to the next It is essential for students to be exposed to a variety of texts, allowing them to become familiar with different structures and formats This necessitates that teachers carefully select appropriate texts to effectively model for their learners.
Schema theory posits that reading comprehension is enhanced through the interaction of structural knowledge and background knowledge This study aims to examine the impact of schema activation on improving reading comprehension among EFL learners, who face challenges due to linguistic complexities According to Cook (1997), effective comprehension occurs when prior experiences are integrated with the text Therefore, it is crucial to engage students in activities that activate their background knowledge before reading, as emphasized by Yule (2000) Unfortunately, schema activation is often overlooked, highlighting the important role of teachers in fostering connections between students' prior knowledge and new academic content.
Normally, what we’re reading recalls what we know As a matter of fact what we read really connects what we are thinking at that time
Activating prior knowledge involves employing strategies that connect students' existing understanding to new information, enhancing their ability to absorb the material Teachers should utilize familiar contexts within the curriculum to facilitate this connection, allowing students to better anticipate and engage with upcoming content As language instructors, it is crucial to focus on effective instructional techniques, classroom management, grade-level content, and the development of background knowledge Understanding the impact of background knowledge activation on reading outcomes requires a closer examination of spreading activation.
2.2.1 Activating prior knowledge in teaching English
When teaching a foreign language, educators must recognize that no single teaching method is suitable for every student, as each individual brings unique experiences, emotional mindsets, and varying levels of interest and cognitive development that influence their comprehension Therefore, when selecting strategies to implement for different student groups, it is not essential to adhere strictly to content schemata.
- using titles and illustrations to understand a passage,
- becoming aware of the reading process, and
These strategies can be springboard to stimulate the learning with foreign languages.
To enhance students' comprehension of second language materials, it is crucial to recognize the differences in text types when employing reading strategies For instance, understanding the contrasts between a fairy tale and a newspaper article can prepare students to identify diverse text structures and high-frequency vocabulary While fairy tales typically conclude with a happy ending, a newspaper article may present complex topics, such as negotiating a disarmament treaty, characterized by formal language and intricate sentence structures.
2.2.2 Activating prior knowledge in teaching reading
Teachers must consistently and explicitly guide their students in comprehension strategies to foster independent learning Initially, educators should model the thinking process, allowing students to observe effective strategies in action This foundational support enables students to eventually apply these comprehension techniques naturally in their own learning processes.
Activating prior knowledge before reading enhances students' understanding of text structure and prepares them for the content ahead During the reading process, teachers should facilitate connections between students' past experiences and the current text, modeling this connection with their own examples After reading, discussions should center on these connections, as they enrich comprehension by leveraging background knowledge and illustrating the reciprocal relationship between prior knowledge and new information.
Previous related studies
Research has extensively examined the impact of prior knowledge on text comprehension, highlighting its significance in both L1 and L2 reading contexts (Aebersold & Field, 2005; Carrel; Devine & Eskey, 1988; Hudson, 2007; Vacca & Vacca, 2008) While many studies support the positive correlation between prior knowledge and reading comprehension, some findings challenge this notion Notably, the activation of prior knowledge is often neglected as a crucial factor influencing comprehension This article emphasizes the importance of activating prior knowledge during the pre-reading phase to foster student engagement and improve reading comprehension outcomes.
Summary
This literature view is to provide an overview of the relationship between language learners’ background knowledge and their reading comprehension
The categories identified stem from a comprehensive review of prior research across various fields, including social sciences, sports, and animal studies, all of which influence expository comprehension This research is underpinned by 62 studies that provide substantial evidence to address the research questions outlined in the following chapter.
RЕSЕARCH MЕTHODOLOGYR 3: RЕR 3: RЕSЕARCH MЕTHODOLOGYSЕR 3: RЕSЕARCH MЕTHODOLOGYARCH MЕR 3: RЕSЕARCH MЕTHODOLOGYTHODOLOGY
Rеsеarch quеstionssеsеarch quеstionsarch quеsеarch quеstionsstions
The study aimed to engage high school teachers in activating students' prior knowledge during the pre-reading stage to boost participation and improve reading comprehension A total of eighty students were selected to participate in the research.
This research aims to address specific questions that drive the study's focus These key questions stimulate the investigation and guide the overall direction of the research.
What classroom activities and techniques could be used to activate high school students’ prior knowlege in the pre-reading phase to promote their participation and enhance reading comprehension?
Does activating prior knowlеsеarch quеstionsdgеsеarch quеstions in pre-reading stage promote high school students’ participation and enhance reading comprehension?
Are there any differences between the two groups in the level of their participation and reading comprehension?
This study aims to investigate the hypothesis that activating L2 learners' prior knowledge of informational texts enhances their participation and improves their research reading comprehension We will attempt to confirm the validity of this hypothesis, which will help answer the research questions that underpin our study.
Rеsеarch quеstionssеsеarch quеstionsarch approach
This research utilizes an experimental method, which involves manipulating one variable to observe its effect on another By employing controlled techniques, random assignment, and variable manipulation, the study tests a hypothesis effectively The diverse instruments used in this research ensure reliable data collection, focusing on activating prior knowledge during the pre-reading stage to boost high school students' participation and improve their reading comprehension.
Rеsеarch quеstionssеsеarch quеstionsarch dеsеarch quеstionssign
3.3.1 Rеsеarch sеttingеsеarch sеttingsеsеarch sеttingarch sеsеarch sеttingtting
This study investigates the impact of activating prior knowledge on high school students' reading comprehension It emphasizes the importance of engaging students' existing knowledge as a strategy to enhance their understanding of texts By implementing prior knowledge activation techniques, the research aims to improve students' reading comprehension skills, providing a framework for effective teaching practices The findings highlight the significance of preparing students to connect new information with what they already know, ultimately fostering better comprehension outcomes.
The investigation was conducted using a cross-sectional research design to assess students' prior knowledge about a specific text This was activated through pre-questioning, which enhanced their reading comprehension The scores of students who received prior knowledge activation were compared to those who did not The group that engaged with prior knowledge activation instruction served as the experimental group, while the other group functioned as the control group.
Research questions can be categorized into two classes based on the number of texts involved in joint studies In the first class, researchers engage in comprehensive lesson plans that include pre-reading activities Conversely, in the second class, researchers follow the same lesson plans but without pre-reading tasks The primary distinction between Class 1 and Class 2 lies in the roles played by these groups, particularly in how prior knowledge is activated through pre-questioning This activation process transitions participants from one group to another, moving from Part One to Part Two of the study.
Lеsеarch quеstionssson plan With prеsеarch quеstions-rеsеarch quеstionsading activitiеsеarch quеstionss
Without prеsеarch quеstions-rеsеarch quеstionsading activitiеsеarch quеstionss Rolеsеarch quеstions ЕR 3: RЕSЕARCH MЕTHODOLOGYxpеsеarch quеstionsrimеsеarch quеstionsntal Control
The research methodology involved selecting participants from English language students in grade 10, divided into two groups: Class 1 and Class 2, each consisting of 40 randomly assigned students To minimize bias in the research results, subjects were informed that their participation was part of a study The research was conducted in a typical reading session atmosphere, where students were expected to read a passage and engage in reading comprehension exercises.
In response to the demands of globalization, the Vietnamese Ministry of Education and Training has prioritized the development of English language skills, leading to significant advancements in language teaching and learning Since the 2006-2007 academic year, high school English curriculum has evolved to encompass four essential skills: reading, speaking, listening, and writing, as reflected in the textbooks "Tieng Anh 10," "Tieng Anh 11," and "Tieng Anh 12." Each unit begins with reading, followed by speaking, listening, and writing, with language focus areas such as pronunciation and grammar addressed last The 45-minute lessons are structured around specific topics, with 16 lessons outlined in "Tieng Anh 10" serving as a foundation for speaking practice.
Table 1: The reading topics of sixteen units in Tieng Anh 10
1 A day in the life of ….
8 The story of my village
The article provides an expository overview of Marie Curie's background, detailing her professional life and scientific achievements Spanning approximately 300 words, it highlights her significance as one of the most outstanding women in the history of science The text aims to engage readers with prior knowledge of Curie's contributions, emphasizing her role in advancing scientific understanding during her time It is written in accessible language, avoiding technical jargon, which facilitates comprehension for a broader audience This approach supports readers in grasping the essential elements of Curie's legacy and inspires them to appreciate her impact on science and society.
Research questions can be categorized into two types: True-False questions and comprehension questions True-False questions consist of five statements, each with two possible answers, allowing students to assess their understanding Comprehension questions focus on significant figures, such as Marie Curie, and require students to explore the context of their contributions These questions serve to enhance the reader's comprehension of the text's meaning The instruction for True-False questions emphasizes selecting the most accurate answer based on provided information, while comprehension questions encourage critical thinking and information retrieval Ultimately, students are expected to read the passage carefully and identify answers that reflect their understanding of the material.
3.3.3 Data collеsеarch sеttingction mеthodsеsеarch sеttingthods
Eighty participants completed a 45-minute English general test, designed to assess their proficiency levels The results, based on the number of correct answers, enabled the teacher to categorize the students into two distinct groups: the control group and the treatment group This assessment was crucial for determining each student's English level and guiding further instruction.
The pre-test, detailed in Appendix B, was administered to both groups and featured a reading passage titled "To be or not to be vegetarian." Participants were instructed to time their reading and answer comprehension questions, while the teacher collected their responses The primary aim of this test was to assess the participants' reading comprehension prior to implementing the activation of prior knowledge during the pre-reading stage.
The main objective of this research was to enhance reading comprehension over an 8-week period, involving a control group and a treatment group Sixteen lesson plans were implemented, with the control group receiving eight standard English lessons In contrast, the treatment group had an additional 15 minutes to engage in various activities focused on rereading the text, allowing for a more thorough assessment of their reading comprehension skills.
The researcher conducted a post-test for both the control and treatment groups, using the same procedure as the pre-test Participants were given an English passage titled "Dried Food," which was comparable in word count, difficulty, and topic type After reading the passage, participants' comprehension was evaluated following the activation of prior knowledge in the pre-reading stage The primary objective of the test was to assess significant advancements in participants' understanding.
Classroom observation is a valuable method for gathering information about teaching practices (Richard & Lockhart, 1994, p 12) Its primary purpose is to describe instrumental practices in the classroom Consequently, data on student participation were collected through observations, as detailed in the appendix.
The researcher conducted observations without participating in classroom activities, initially creating an unnatural atmosphere However, as the teacher and students became accustomed to the observer's presence, the environment gradually became more natural Field notes documenting student participation in classroom activities were written at the end of each observation and shared with the teacher.
In addition to classroom observations, interviews with teachers were used to more data on their experiences in teaching English to activate prior knowledge in pre-reading
The questions used in the interviews were both open – ended and semi- structure ( see Appendix)
This part aims to present the findings concerning the classroom activities and techniques used for teaching in pre- reading to activate prior knowledge for students.
This article explores effective classroom activities and techniques designed to activate high school students' prior knowledge during the pre-reading phase By implementing these strategies, educators can foster greater student participation and significantly enhance reading comprehension skills.
3.3.3.4.1.Teaching matеsеarch quеstionsrial
This article discusses the search questions used in a study based on the ER 3: Research Methodology textbook for graduate students It highlights the significance of formulating effective search questions to enhance research outcomes By adopting structured methodologies, researchers can improve their understanding and analysis of relevant data.