The effective of task based language teaching on reading for advanced
learners in Cyprus
Abstract
Quantitative and qualitative data were employed to determine whether the
task–based teaching method increased participants’ English language
reading comprehension. Three instruments were used to collect the data
for this study. At the beginning and end of the course, the
International English Language Testing System (IELTS) on reading was
administered to the control group. The experimental group, which was
taught reading only using the technology-based teaching method, was
assessed using the IELTS. The second instrument was a checklist
observation. The researcher visited the classes of the experimental
group at the beginning of the semester before the treatment was
implemented and administered the IELTS. Then, the instructors applied
the task–based method. The second instrument involves observations
checklist of three instructors in class to determine which teaching
method and mode is widely used by teachers to deliver their lecture. The
last part involves questionnaires to determine if there are any
similarities between task-based and the traditional methods of teaching
reading English. The treatment of this study lasted for one hour per
week for one semester (12 weeks).