Abstract
This study has investigated the effect of task-based cycle on Iranian Elementary EFL learners' reading comprehension. In order to accomplish the research, two intact classes, including 84 engineering EFL learners (studying pre-university course) were chosen in Tabriz Azad University. An experimental method of research was employed. The experimental group was taught according to the elements of task-based cycle proposed by Willis & Willis, (2007). The control group didn’t receive such treatment. After eight sessions (3 months), a post-test was given. The analysis of the obtained data, carried out through t-test, revealed a significant difference between control and experimental group on the dependent variable, reading comprehension. However, gender didn’t affect reading comprehension significantly. The results of the present study may have pedagogical implications for instruction and curriculum development.
Highlights
Many areas of education are undergoing changes in the way teaching and learning is perceived
This study has investigated the effect of task-based cycle on Iranian Elementary EFL learners' reading comprehension
One of the areas which came under paradigm shift is the traditional PPP (Present Practice Produce) method of teaching English which has been replaced by CLT (Communicative Language Teaching) and Task-Based Language Teaching is an offshoot of CLT (Nahavandi & Mukundan, 2012)
Summary
Many areas of education are undergoing changes in the way teaching and learning is perceived. Structural- syllabus approaches and teacher centered classes are giving way to more practical and flexible approaches and student-centered classes. In this paradigm shift, the field of second and foreign language teaching is not an exception. One of the areas which came under paradigm shift is the traditional PPP (Present Practice Produce) method of teaching English which has been replaced by CLT (Communicative Language Teaching) and Task-Based Language Teaching is an offshoot of CLT (Nahavandi & Mukundan, 2012). The reason for the interest in task-based approaches to language teaching and learning is a wide-spread interest in the functional views of language and communicative language teaching. The literature contains mainly descriptions of examples of task-based activities” (p. 314)
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