Improving Reading in L2: Task-Based Learning

Abstract

Task-based approach is based on the completion of the task, free of language control. The teacher facilitates learning opportunities by exposing the students to comprehensive input through social interaction. The aim of this study is to reveal the role of task-based reading activities on the students’ English language development and their attitudes towards reading skill. The texts were taken from PET (Preliminary English Test) samples. The sample (n=60) was randomly formed out of the population of the preparatory classes at Istanbul Aydin University. Their mean age was 21. The experimental group was instructed to follow task-based learning approach, and the control group was to follow the traditional approach. This experiment lasted four weeks, and then the researcher assessed the performances of both groups according to the post-test results. The data revealed that the task based method for reading skill in the experimental group enabled the participants to take part in reading tasks more actively, and to be more autonomous in their reading process. Hence, the students managed to get higher grades in the reading class. Moreover, they developed cognitive learning strategies through this learning methodology