Effects of Task- Based Instruction on EFL Students' Reading Comprehension Ability: Grade 10 Students Of Chello High School in Focus

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.