IMPROVING ESL READING COMPREHENSION WITH TASK-BASED LANGUAGE INSTRUCTION: EMPHASIZING THE IDENTIFICATION OF THE MAIN IDEA

Abstract

This experimental study investigated ESL Reading Comprehension with Task-Based Language Instruction: Emphasizing the Identification of the Main Ideadistrict RYK, Pakistan. Using a pre-test and post-test control group design, sixty ESL students aged 14-16 were randomly assigned to experimental (TBLT-based instruction) and control (traditional teaching methods) groups. The experimental group received reading comprehension instruction through meaningful task-based activities, while the control group experienced conventional teacher-centered approaches with comprehension questions and explanations. Pre-test and post-test assessments evaluated students' reading comprehension abilities through multiple-choice questions. Results demonstrated significant improvements in the experimental group's reading comprehension performance compared to the control group. The findings suggest that TBLT creates more engaging and dynamic learning environments, promoting active student participation and meaningful interaction with texts. This study contributes to the growing body of research supporting task-based approaches in ESL contexts, particularly in developing countries where traditional grammar-focused methods predominate. The implications extend to educational policy and classroom practice, advocating for innovative pedagogical approaches that enhance ESL students' reading comprehension skills through authentic, communicative tasks.