EXPLORING THE EFFECTS OF BACKGROUND KNOWLEDGE ON READING COMPREHENSION IN EFL LEARNERS
Keywords:
Background knowledge, reading comprehension, EFL learnersAbstract
This study investigates the effects of background knowledge activation on reading comprehension among tenth-grade EFL (English as a Foreign Language) learners using a quasi-experimental design. Fifty students were divided into an experimental group, which engaged in pre-reading activities to activate background knowledge, and a control group, which received traditional reading instruction. Both groups completed pre-tests and post-tests of reading comprehension, and semi-structured interviews were conducted with a subset of participants to gather qualitative insights. The results revealed a significant improvement in the reading comprehension scores of the experimental group compared to the control group. The mean post-test score for the experimental group was 72.8, compared to 62.7 for the control group, with a statistically significant difference (t(48) = 4.87, p < 0.001). ANCOVA analysis confirmed the effect of the intervention after controlling for pre-existing differences (F(1, 47) = 21.81, p < 0.001). The effect size (Cohen’s d = 1.57) indicated a large practical impact. Qualitative findings highlighted the participants’ improved ability to make inferences and connect ideas due to background knowledge activation. This study underscores the importance of activating learners’ prior knowledge to enhance their reading comprehension, particularly in EFL contexts. The findings have significant pedagogical implications for language instructors, suggesting that pre-reading activities targeting background knowledge can be an effective strategy for improving comprehension outcomes. Further research is recommended to explore the long-term effects of such interventions across diverse learner populations and text genres.
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