Research into questioning at pre-reading stage has indicated its effects on English as a foreign language (EFL) students’ reading performance. However, research into perceptions about such effects on students’ reading performance is still limited. This current study therefore aimed to explore students' perceptions of the effects of questioning at pre-reading stage on EFL students’ reading performance in a Vietnamese context. Data collected in this study include questionnaire and semi-structured interviews. Participants in this study were 118 students of English as a foreign language in English Studies program at a university in the Mekong delta. Findings from this study indicate that questioning at pre-reading stage was found to be an effective instructional tool for enhancing students’ reading performance. Pedagogical implications for teachers and students are also presented.