The Impact of Schemata Activation on Moroccan High School Students' Reading Comprehension Performance: A Mixed Methods Design

Abstract

Reading comprehension is a cornerstone of English as a Foreign Language (EFL) instruction, yet Moroccan learners often face significant challenges in deriving meaning from written texts. This study investigates the impact of schemata activation on the reading performance of Moroccan high school students by exploring the instructional strategies teachers employ and the difficulties they encounter. Utilizing an explanatory sequential mixed-methods design, data were collected through questionnaires and semi-structured interviews with Moroccan EFL teachers. The findings reveal that while teachers utilize a diverse range of strategies—most notably pre-reading questions, brainstorming, and class discussions—the frequency of these practices is influenced by various internal and external factors. Specifically, the study identified a statistically significant relationship between teacher gender and educational level regarding the frequency of schema activation, with male teachers and those holding bachelor’s degrees reporting higher frequencies. Conversely, age and years of experience showed no statistically significant correlation. Major constraints hindering effective activation include a lack of teacher training, inadequate awareness of the role of prior knowledge, and outdated textbook materials. The study concludes by recommending a revision of pre-service training and the modernization of English textbooks to better align with student needs and enhance reading comprehension outcomes.