Exploring the Effect of Task-Based Language Teaching on Reading Comprehension: Evidence from Iranian Intermediate EFL Learners

The current research investigated the impact of task-based language teaching (TBLT) on Iranian intermediate EFL learners reading comprehension ability. To this end, sixty EFL learners were chosen based on their performance on Oxford Quick Placement Test (OQPT). Next, the researchers divided them into one experimental and one control group. At the beginning of the study, a pretest was run for both groups to examine their reading. Then, the experimental group was treated for ten sessions and received training in reading comprehension skills based on TBLT. In contrast, the control group received a placebo (teaching reading via the existing method). At the end of the study, both groups took part in the reading posttest. The researchers analyzed the data using Independent and Paired Samples T-test methods. The results represented that TBLT had a statistically significant effect on the reading comprehension of Iranian intermediate learners. The results demonstrated a statistically significant difference in posttest scores between the control and experimental groups. The experimental group performed better than the control group in the posttest of reading comprehension ability, and the progress in the experimental group was higher than the control group. Pedagogical implications are provided for EFL teachers and material designers to incorporate TBLT activities into curriculum development to aid learners reading comprehension skills.