The effects of task-based language teaching on EFL learners' reading comprehension achievements at Huynh Thuc Khang High School: Master of TESOL

Abstract

The aims of this study were to examine if Task-Based Language Teaching (TBLT) improved high school students’ reading comprehension as well as to investigate the students' attitudes toward the use of TBLT in the TBLT-based reading class. The participants in this study were equally divided into two groups: an experimental group and a control group. The participants for this study were 70 tenth grade students at Huynh Thuc Khang high school. Each group consisted of 35 students. Reading comprehension tests (i.e., pre-test and post-test) and a closed-ended questionnaire were used to collect data. The data were analyzed by using the independent samples t-test and paired samples t-test in SPSS 20. Also, the descriptive statistics was run to calculate mean and standard deviation. It was found that there was a significant difference between the two groups (i.e., p=0.00 <.05). This means that TBLT had positive effects on the students’ reading comprehension. The results from the questionnaire also indicated that most of them held positive attitudes towards the use of TBLT in the reading classes. BaseThe aims of this study were to examine if Task-Based Language Teaching (TBLT) improved high school students’ reading comprehension as well as to investigate the students' attitudes toward the use of TBLT in the TBLT-based reading class. The participants in this study were equally divided into two groups: an experimental group and a control group. The participants for this study were 70 tenth grade students at Huynh Thuc Khang high school. Each group consisted of 35 students. Reading comprehension tests (i.e., pre-test and post-test) and a closed-ended questionnaire were used to collect data. The data were analyzed by using the independent samples t-test and paired samples t-test in SPSS 20. Also, the descriptive statistics was run to calculate mean and standard deviation. It was found that there was a significant difference between the two groups (i.e., p=0.00 <.05). This means that TBLT had positive effects on the students’ reading comprehension. The results from the questionnaire also indicated that most of them held positive attitudes towards the use of TBLT in the reading classes. Based on the findings of the research, several implications are offered to assist teachers and educators in constructing and implementing TBLT