Journal of Language and Cultural Education
, 2019, 7(2)
ISSN 1339-4584
6
and Nikoo (2013), Iranian EFL
students’ reading comprehension was improved by
the activation of their background knowledge and the use of graphic organizers.
As far as pre-reading activities are concerned, brainstorming, pre-teaching
vocabulary, pre-reading questions, making predictions and the use of visual
materials are some of the means which increase students’ motivation (Vindy and
Carla, 2015).Nowadays, due to the development of technology and the Internet,
students can have access to visual aids when they brainstorm ideas and make
predictions about a text by finding pictures and relevant information concerning a
text (Mihara, 2011).
2.4 While-reading stage
At this stage, readers know that they have a reason to read, they recognize the
structure of the text, identify the main ideas and relate their background
knowledge to the text. They scan the text to find a piece of information or a word
and they skim it to acquire a general understanding of it (Vrublevskis, 2015).
2.5 Post-reading stage
In this stage, learners can make use of the language they have learnt in the
previous stages and produce it into another skill, such as writing or speaking
(Karavas, 2015). Moreover, they must understand the author’s intended meaning
and develop critical thinking (Wallace, 2003). Post-reading activities include:
retelling the meaning of the text, performing a role-
play based on the text’s story
and characters, summarizing the text, filling in charts and tables with data from
the text, writing a paragraph and being involved in a class discussion
(Ibrakhimova, 2016).
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