Abstract
One of the skills that involve thinking processes is reading. Reading is a skill which allows students to become familiar with other people’s ideas; compare and contrast different ideas; examine and evaluate arguments, interpretations, beliefs, or theories; make inferences, predictions, or interpretations; and explore implications and consequences. In essence, reading is a skill that compels students to think critically. Thus, the present study aims to investigate the effects of task characteristics on the learners’ performance in the reading section of IELTS. To accomplish the purpose of the research, a sample of 50 male and female students participated in this study. In order to ensure the homogeneity of the participants and determine the participants’ reading proficiency level, a reading part of the IELTS test was conducted at the outset of the study. Based upon the results, 30 participants were selected to be included within this study. Next, five IELTS tests were given to the participants. The subsequent data was then analyzed using a one-way ANOVA and the Sheffe test. Data revealed that participants performed differently on the IELTS test due to different task types given as a treatment. The results suggest that task characteristics have a significant effect on IELTS reading test performance.
Highlights
Reading materials have been considered to be one of the primary sources of acquiring comprehensible input and reading has always been a significant aspect of language learning (Chastain, 1988). Krashen (1988) believes readers recreate the message while reading
IELTS examinees’ performance in the reading section could be affected by variety of factors, one of which is “task characteristics”
After giving a reading part of the IELTS test, 30 students whose scores were between one standard deviation above and below the mean were chosen as the subjects of this study
Summary
Reading materials have been considered to be one of the primary sources of acquiring comprehensible input and reading has always been a significant aspect of language learning (Chastain, 1988). Krashen (1988) believes readers recreate the message while reading. Reading materials have been considered to be one of the primary sources of acquiring comprehensible input and reading has always been a significant aspect of language learning (Chastain, 1988). According to Rumelhart (1977; cited in Chastain, 1988), the reader, the text, and the interaction between the reader and the text are involved in reading In this interactive process of reading, meaningfulness plays a very important role in better comprehension of the texts. IELTS examinees’ performance in the reading section could be affected by variety of factors, one of which is “task characteristics”. The present study is an attempt to focusing on the specific assessment tasks employed in the reading section of IELTS and their possible impact on the examinees’ (learners’) performance
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