Bài báo khoa học

: The present research aimed at studying the effects of vocabulary pre-teaching activities on reading comprehension skills among English majored students at Vinh university. This experimental research involved 58 first year students, who were then divided into two groups, a control group and an experimental one. The data were collected from a reading pre-test, a reading posttest and semi-structure interviews. The findings revealed that students’ reading comprehension was improved when vocabulary was pre-taught before reading. By assisting students related vocabulary using diferent activities instead of words translation, the teacher helped them not only guess the meaning but also improve their reading The study also suggested some effective techniques and pedagogical implications in order to enhance EFL students’ reading comprehension skills in Vietnam tertiary