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Four task types for task-based reading instruction

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The study designed four task types based on the students' book texts, identical for both groups in text but differing in activity. Task 1 was "Read and think" (deciding whether a visual aids comprehension), Task 2 "Read, note and discuss" (creating a visual to accompany a text), Task 3 "Read and discuss" (partner discussion of a visual's usefulness), and Task 4 "Read and write" (summarizing main points). Twenty tasks in four types were given across the sessions, one per session, and each performance was scored.

Design Implications

Context

Requirements

  • Tasks are designed based on the texts in the students' book that will be taught during the term
  • The same texts are used across comparison groups, with only the activities differing

Constraints

  • Evaluated here only with intermediate-level Iranian EFL learners in institute settings

Target Learners

  • intermediate Iranian EFL learners

Learning Goals

  • L2 reading comprehension

Claims

Examples

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Key Sources

  • Mozhgan Madhkhan & Seyed Mojtaba Mousavi. (2017). The Effect of Implimentation of TBLT in Reading Comprehension Classes of Iranian EFL Learners. English Language Teaching, 10(11). https://doi.org/10.5539/elt.v10n11p119
Page metadata
Field Value
type design
id four-tblt-reading-task-types
title Four task types for task-based reading instruction
description The study designed four task types based on the students' book texts, identical for both groups in text but differing in activity.
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — mozhgan-madhkhan-seyed-mojtaba-mousavi-2017

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