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This study investigates the effects of two types of pre-reading activities(vocabulary pre-teaching, and pre-questioning with YouTube) on reading comprehension. Participants consisted of 73 students enrolled in a General English course at a university in 2016. They were assigned into one of two groups: a vocabulary pre-teaching group and a pre-questioning with YouTube group. Both groups were taught with the same textbook and instructed to perform each pre-reading activity. To measure the effects of each pre-reading activity, both groups read the same passage and carried out two different pre-reading activities. A reading comprehension test was administered before and after the treatment, and a questionnaire was conducted to explore the participants' attitudes toward the pre-reading activities. According to the statistical analysis of the data, both pre-reading activities proved to be a useful tool in facilitating participants' reading comprehension. Moreover, both groups (vocabulary pre-teaching, and pre-questioning with YouTube) did not show any significant differences between the groups, including their proficiency levels. Regarding the students' attitudes, feedback varied between the two pre-reading activities. The results also revealed that the group with YouTube videos were highly satisfied with the pre-reading activity. Pedagogical implications and suggestions for future studies follow.
