Self-reflection-oriented Pre-reading Activities in EFL: Their Impact on College Students’ English Reading Achievement, Satisfaction, and Motivation

This study explores the impact of self-reflection-oriented pre-reading activities on college EFL students' achievement, satisfaction, and motivation within an 'English Reading' course. The pre-reading activities aimed at fostering self-understanding and self-awareness, preceded reading passages sourced from English materials. 40 college students participated, divided into control and experimental groups. The experimental group engaged in the designated pre-reading activities. The findings indicate several key observations: Both groups displayed enhanced English proficiency; However, establishing a direct effect of pre-reading activities on learning achievement proved inconclusive. Notably, the experimental group exhibited significantly higher overall satisfaction with the course and a substantial improvement in learning motivation. These outcomes suggest that integrating self-reflection-oriented pre-reading activities holds promise for enhancing satisfaction and motivation among EFL students in English reading classes. This emphasis on self-reflection activities not only enriches the learning experience but also promotes a more engaged and fulfilled learning environment.