Using Task- Based Learning/Teaching for the Development of Reading Comprehension of English-Chinese Students in Reading Strategies in English Course

Abstract

This research aimed to evaluate the effectiveness of the students’ reading comprehension after using task-based learning and evaluate the students’ satisfaction with the teaching process at the end of the project. The samples of this study were 37 second year of English-Chinese major students studying Reading Strategies in English course from the Faculty of Liberal Arts, Huachiew Chalermprakiet University. The instruments were the reading activities, tasks, the pre-post reading comprehension tests, and course learning outcome questionnaires for investigating the satisfaction with the task-based teaching model. The data were analyzed statistically by percentages, mean, and standard deviation. The findings showed that the efficiency of the students’ reading comprehension was at a good level. The efficiency was ranged from the most effectiveness as identifying meaning of words, identifying organizational patterns of paragraphs and essays, identifying the topics, identifying supporting details, making inferences, summarizing and identifying main ideas, respectively. Regarding the course learning outcome, the students’ overall satisfaction towards the instructional model was at a high level.