Transforming reading self-efficacy in EFL Classrooms: The role of task-based instruction

Abstract

This study investigates the impact of Task-Based Instruction (TBI) on students' reading self-efficacy and their perceptions of TBI's role in enhancing these beliefs. A quasi-experimental design was employed with students from Derartu Tulu Secondary School in Ethiopia. Participants were randomly assigned to an experimental group (N = 44) or a control group (N = 44) using a lottery method. The experimental group engaged with reading texts through TBI, while the control group received conventional instruction over five weeks. Pre- and post-intervention questionnaires were administered to assess differences in reading self-efficacy, and interviews were conducted to explore the experimental group's perceptions of TBI. Five aspects of self-efficacy were measured: progress, observation comparison, social feedback, social physiological state, and total reading self-efficacy. Data analysis included one-way analysis of covariance (ANCOVA), paired-sample t-tests, and thematic analysis. The results revealed that the experimental group significantly outperformed the control group in post-test measures of progress, observation comparison, and overall reading self-efficacy. However, TBI did not lead to improvements in social feedback and social physiological state scales. Moreover, interviews indicated that the experimental group viewed TBI positively, recognizing its effectiveness in enhancing their reading self-efficacy. These findings suggest that task-based instruction is an effective approach for improving students' reading self-efficacy in the English as a Foreign Language (EFL) context. Despite these promising findings, future research should incorporate a larger sample size to improve the generalizability of the results.