Bài báo khoa học

The present research aimed at studying the effects of prior knowledge activation strategy on reading comprehension skills among English majored students at Vinh university. This experimental research involved 64 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 their relevant prior knowledge was activated before reading. By assisting students to recall knowledge needed for a given text, the teacher helped them not only strengthen knowledge connection, recall related vocabulary but also enable meaning guessing. The study also suggested some effective techniques and gical implications in order to enhance EFL students’ reading comprehension skills in Vietnam tertiary context