The Effect of using Frontload Vocabulary in Improving Reading Comprehension for EFL Learners

Abstract

This study investigated the effectiveness of using the Frontload vocabulary strategy in improving reading comprehension among EFL learners. Since vocabulary knowledge plays a central role in reading comprehension, the study examined whether pre-teaching key vocabulary items before reading tasks could enhance students’ understanding of texts. A quantitative quasi-experimental design employing pre-test and post-test measures was used with a sample of 27 preparatory-year EFL students at Taibah University. Participants received structured vocabulary instruction prior to reading activities over a three-week intervention period. The findings revealed a significant improvement in students’ reading comprehension performance after the implementation of the Frontload vocabulary strategy. The results suggest that pre-teaching vocabulary facilitated students’ understanding of reading passages and enhanced their engagement with texts. The study supports the effectiveness of vocabulary-focused instructional strategies in developing reading comprehension among EFL learners and highlights the importance of integrating explicit vocabulary instruction into reading classrooms.