Task – Based Learning model for improving Reading Proficiency
DOI:
https://doi.org/10.37431/conectividad.v6i1.214Keywords:
TBL, reading competence, quasi-experimental, independent t-test, virtual classesAbstract
The aim of this study was to evidence if the Task-Based Learning model improves the reading proficiency of A2 English level students in online settings. The population of study were 36 students of the Language Center of the Instituto Superior Universitario Sucre, who were chosen by convenience sam-pling. Being a quasi - experimental design, the students were divided into exper-imental and control group. The first group was applied ten reading lessons fo-cused on the Task-Based Learning model, while the second one was taught by the traditional teaching method. The data collection instruments were the pretest and the posttest; and for doing the data analysis the independent t-test of the SPSS statistic program was used. The results showed that after applying the method, the experimental group got better scores than the control group. It was concluded, the Task-Based Learning model had positive effects on the improvement of read-ing proficiency in English students in online environments.
Key words: Task-Based Learning; reading proficiency; quasi-experimental de-sign; independent t-test, online settings.
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