Task-Based Supplementary Materials Design for English Learners’ Reading Skills

Abstract

This study aims to design and develop supplementary materials using the Task-Based Language Teaching (TBLT) approach to improve students’ reading skills. The study focuses on the students’ needs analysis of the reading skills in the Comprehensive English (CE) course at one university in China. Then, the supplementary materials are designed and developed based on students’ needs. Following the ADDIE model, this study utilized Design and Development Research (DDR). The research was carried out in three phases: needs analysis, design and development, and implementation and evaluation. Sixteen first-year English education students were selected through a purposive sampling technique. By employing a qualitative approach, the research involves the design of the TBLT supplementary materials, followed by data collection through focus group interviews, classroom observations, and students’ feedback. Preliminary findings suggest that using the TBLT supplementary materials positively meets the students’ needs for reading skills, including learning objectives, teaching procedures, teaching activities, and supporting resources to the textbooks they use. However, they are unsatisfied with the formative assessment in reading instruction. This study underscores the importance of developing supplementary materials aligned with TBLT principles to promote effective English reading teaching at a university in China. Future research is needed to explore the long-term effects of TBLT implementation on students’ language development that supports successful language learning in various educational contexts.