Pre-Reading Questions and Their Effect on Comprehension: A Study of EFL Learners’ Engagement with Text

Abstract

This study inspects the effect of pre-reading questions on Saudi EFL learners' reading comprehension and engagement, grouping both cognitive and emotional responses. Deep-rooted in schema theory, the research employs a mixed-methods approach to analyze quantitative and qualitative data from pre- and post-tests, as well as student interviews. Sixty students from grade 4 participated in this study. The results disclose that pre-reading questions ominously increase learners’ ability to identify main ideas, sequence information, and recall details, while their effect on vocabulary acquisition remains limited. Qualitative data analysis highlights that pre-reading questions reduce anxiety, boost confidence, and provide a structured framework for approaching texts, although some students report challenges such as narrowed focus and overwhelm when questions are overly complex. The findings of the present study support existing literature on the benefits of pre-reading strategies while contributing new insights into their application in Middle Eastern EFL contexts. Limitations include a small sample size and limited exploration of question types and text complexities. Future research may address these gaps by incorporating larger samples, objective measures, and longitudinal designs to refine the use of pre-reading questions. The present study underscores the value of pre-reading questions as a pedagogical tool to improve comprehension and engagement, offering practical implications for EFL instruction.