Using the Concept of Frame for EFL Reading Instruction

This paper examines the possibility of using the cognitive concept of frame for English reading comprehension instruction. Frame has much potential to be applied to language education since the linguistic resources and the content knowledge of a reading text can be taught in a simplified manner. For the purpose of this study, framing material and activity were developed as a before-reading activity. The activity, ′framing′, using the framing material was conducted for a semester against two groups, treatment group 1 and 2, of Korean university students. Compared with the treatment groups, a control group was involved in the study who were given traditional reading instruction. In order to see the effects of including the framing activity in English reading instruction on learners′ reading comprehension ability, the three groups were tested at the beginning and end of the semester on their reading comprehension ability. The results of statistically analyzing the test results of the three groups show that the two treatment groups had improvement and the control group’s performance declined in their reading comprehension tests. Based on the results, advantages of using the concept of frame in EFL reading instruction was discussed.