Abstract:
The objective of study was to examine the effect of using task-based instructions on reading
comprehension ability of EFL learners. To achieve this, quasi-experimental research design and
mixed research method were employed. From the total population of seven sections of grade ten
students,two sections with a total of 84 students were selected randomly as control and
experimental groups respectively. To assess students’ perceptions towards task-based
instruction, questionnaire, interview and class room
were used with the experimental group. The data were analyzed by employing SPSS version
26,T-test-value, Tables and percentages for the respondents’ trends analyzed. The data were all
analyzed using both quantitative and qualitative procedures. The analysis of the students’pre
oral tests showed significant difference in the overall reading comprehension ability between
experimental and control group.In the post oral –test there was an interview revealed that the
experimental students had positive attitude towards the practice of reading comprehension skills
through using TBI.Further the findings of the study revealed the experimental groups showered
an improvement with instruction.However,there is a significant difference between the mean
scores of experimental group(M=21.51)and control group(M=17.14) in post-test in termes of
comprehension passage ability.The researcher suggests that TBI should be used primarily to
encourage students to make their fluent reading ability to reading comprehension passages.
