The effects of task-based instruction on reading comprehension of non-English major students at a university in the Mekong Delta

Abstract

Reading is a core of English language learning skills. However, many English as a foreign language (EFL) learners face challenges in learning this skill due to a lack of exposure to authentic texts. Concerning this issue, it is believed that task-based language teaching (TBLT) is an ideal teaching method for successful reading learning. Therefore, the goal of this study is to determine how task-based instruction (TBI) influences students’ reading comprehension and their attitudes regarding this teaching approach. The research was carried out at a university in the Mekong Delta, where English is a compulsory subject of all majors. The two groups – the control group and the experimental group were made up of 58 non-English major students. Data about students' reading performance and their attitudes towards the intervention were collected using two instruments: tests and questionnaires. The findings revealed that TBLT had a considerable impact on improving experimental students' reading comprehension. Moreover, students showed their positive views on the use of TBLT in their reading classrooms. Therefore, it is suggested that TBLT should be used as the main teaching approach to English language learning.