The Impact of Enactive /Vicarious pre-reading Tasks on Reading Comprehension and Self-Efficacy of Iranian Pre-Intermediate EFL Learners

Arezoo Eshghipour, Gholamhassan Famil Khalili

Abstract


This study investigated the effect of enactive pre-reading tasks on Iranian pre-intermediate EFL learners’ reading comprehension and self-efficacy. Moreover, it explored whether Iranian per-intermediate EFL learners’ reading comprehension and self-efficacy are influenced by vicarious pre-reading tasks. The required data was gathered through a reading comprehension passage entailing 20 comprehension questions and a 30-item self-efficacy questionnaire with 5-point Likert-scale response options. A total of 66 participants (including 34 individuals in the enactive group and 32 leaners in the vicarious one) took part in this study. The Pearson formula, an independent T-Test, paired T-test, and the Mann-Whitney U test were used to analyze the data. Based on the findings of the study, enactive pre-reading tasks played a key role in the Iranian pre-intermediate EFL learners’ reading comprehension ability. Moreover, it was found that vicarious pre-reading tasks served an important role in the Iranian pre-intermediate EFL learners’ self-efficacy.

 


Keywords


Enactive Learning, pre-reading tasks, reading comprehension, self-efficacy, vicarious learning

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DOI: http://dx.doi.org/10.7575/aiac.ijalel.v.5n.1p.74

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