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This study examines how task-based activities influence EFL learners’ reading comprehension in an Iranian private institute. Sixty learners participated using an experimental design, with an experimental group receiving task-based learning elements over 18 sessions and a control group receiving no such treatment. Post-test results and t-test analysis show significant differences favoring the experimental group.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-effect-of-task-based-activities-on-efl-learners-reading-comprehension/589668/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-effect-of-task-based-activities-on-efl-learners-reading-comprehension/589668.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address in EFL reading classes?","Question",{"text":112,"@type":113},"The study highlights learners’ unwillingness to participate in reading classes, which can make instruction feel boring and disconnected from meaningful language use.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"Sixty learners were selected from a private institution in Tabriz, and an experimental method was used, comparing an experimental group taught with task-based elements to a control group without that treatment.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the study’s main findings on reading comprehension?",{"text":121,"@type":113},"After 18 sessions, a post-test and t-test analysis found significant differences between the control and experimental groups in reading comprehension, supporting the effectiveness of task-based activities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589668,1792165292,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","The Effect of Task-based Activities on EFL Learners' Reading  \nComprehension  \nNaemeh Nahavandi (Islamic Azad University, Tabriz Branch, Iran)  \ndoi:10.7575/aiac.alls.v.2n.1p.56  \nAbstract  \nNowadays, preparing learners to communicate successfully in language classes is of utmost importance. But teachers face a lot of difficulties in teaching English in EFL contexts. One of the major problems is students' unwillingness to take part in reading classes. Reading classes seem boring for students who find no occasion to show their ability and no need to challenge their brain to answer teachers' display questions.  \nIntroduction  \nThe truth might be teachers' unawareness of making language classes meaningful, and therefore enjoyable and memorable for students. Task-based language teaching has been proved to be an effective way for improving learners' linguistic and communicative competence.  \nThis study has investigated the effect of task-based activities on EFL learners' reading comprehension. In order to accomplish the research, 60 learners were chosen in one of the private institutions (Jahad-e-Daneshgahi) in Tabriz. An experimental method of research was employed. The experimental group was taught according to the elements of task-based learning. The control group didn't receive such treatment. After 18 sessions, a post-test was given. Through the analysis of the obtained data, t-test, it was found that there were significant differences between the control and experimental groups on the dependent variable, reading comprehension. Therefore, there is an empirical piece of evidence to support the language teachers who use this method.  \nStatement of the problem and purpose of the study  \nThe kind of English language teaching that can be observed in most Iranian high schools and private language institutes is that the teacher teaches and the students listen, then the student  \nproduce (or regurgitate information on a written test) and the teacher evaluates. The knowledge is declarative, decontextualized and inert. Knowledge is not personally built or applied. More progressive teaching is seen when teachers model strategies of learning in the context of task completion, and then students try to do the task the same way the teacher did it but teachers are often seen to spend a lot of time in class asking questions for which they and students already know the answers; thus, there is no information gap to fill. In fact, these display questions demonstrate usage rather than use of the target language. Display questions only demonstrate knowledge of forms and structures while neglecting communicative functions. They do not encourage improvisation or creativity. According to Widdowson ( 1978), we must progress from learning about the language, (Language usage) to considering how language works in a communicative sense, (Language use) . Richards, Platt and Platt (1992, as cited in Liao, 2001) claim that classroom activities will be mechanical and artificial without information gaps.  \nAnother kind of teaching, especially in private institutions is that teachers enter the class with a task-based book in hand, saying\" this is task one, now you are group A and you are group B, do it\". But are they really aware of what a task is, and how they should manage the class ina task-based form. Most of the time, the straight-forward answer is no. There might be some exceptions, too. But these are the things that happen in most of our classes in Iran.  \nMy main purpose in conducting this research is focusing on meaning together with the form of language. As far as I know, there have been little empirical studies on task-based language teaching and learning within the Iranian context. There have been a lot of arguments among researchers on what a task is, what its components are and so on. But there is little information on how to use a task-based book in the class, what procedures to use, and how to manage the class in task-based form. So, the main pur","cbCaihorj4jAzf9B","https://ap.wps.com/l/cbCaihorj4jAzf9B","pdf",232055,14,"English","# Abstract\n# Introduction\n# Statement of the problem and purpose of the study\n# List of abbreviations\n# Introduction\n# Zone of Proximal Development","[{\"question\":\"What problem does the study address in EFL reading classes?\",\"answer\":\"The study highlights learners’ unwillingness to participate in reading classes, which can make instruction feel boring and disconnected from meaningful language use.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"Sixty learners were selected from a private institution in Tabriz, and an experimental method was used, comparing an experimental group taught with task-based elements to a control group without that treatment.\"},{\"question\":\"What were the study’s main findings on reading comprehension?\",\"answer\":\"After 18 sessions, a post-test and t-test analysis found significant differences between the control and experimental groups in reading comprehension, supporting the effectiveness of task-based activities.\"}]","The Effect of Task-based Activities on EFL Learners' Reading Comprehension | PDF",1792067885,35]