Materials and methods

This study concerned reading comprehension that is important for learners and proficiency learners. Learners needed to understand when they read texts in different field. This study will investigate how foreign learners understand texts in English language courses. Also how methods and approaches have been used in the class? Is there any effectiveness? The main core in this study is to investigate if task-based can be effected to the reading comprehension of foreign learners.
The study used an experimental design to obtain data on English language learners at two universities. Test scores were obtained from an experimental group and a control group, which were analyzed and compared. The testing comprised two stages, a pre-test and a post-test, on both groups of participants. The test was administered to the control group and the experimental group at the beginning of the semester and at the end of the semester. The differences in test scores between the beginning and of the semester were tested using analysis of variance (ANOVA) statistical tests and the groups’ pre-tests and post-tests were compared. The study used task–based interviews and checklist observations to assess the ways that the instructors delivered lectures to determine whether the technology-based approach motivated and had a positive influence on the participants.

Population and sample

The participants were 50 English language learners; 25 advanced English-language learners at the first university were randomly selected into the experimental group and 25 advanced English-language learners were selected from the second university as the control group. There were three instructors; two were at the first university and one was at the second university.

Data sources

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).

Data analysis

First, the researcher obtained permission from the instructors to observe their classes and to help them to manage their time during the pre-treatment, treatment, and post-treatment stages. The researcher taught the instructors how to develop task-based activities using technologies, such as the Internet, maps, pictures, charts, and so on. The researcher met the instructors and asked them some questions about the methods, types of techniques they use in the classroom. The instructors answered 10 questions about technology-based learning and their methods of delivering lectures. Then, the three instructors voluntarily participated in face-to-face interviews. ANOVA and linear correlation analysis of the test scores and the group comparisons were performed using the SPSS statistical package.