Effects of Task-Based Language Teaching on Grade Five Students’ Reading Performance:

Two Primary Schools in Mekelle City in Focus

By:

Mesfin Eyob

Advisor:

Melaku Wakuma (PhD)

The History of Language Teaching Methods. Task-Based Language Teaching. It is the use of tasks as the core unit of planning

and instruction in language teaching.

Gessesse (1999); Taye (1999); Solomon (2000) ; Andargachew (2004) ; Mesfin (2008) ; Genene (2011) ; Megersa (2011) and Hayleyesus (2011).

The reading performance of students at all levels of education in our country falls below the standard.

Sts couldn’t read their grade level text with a reasonable level of understanding.

In addition, the Ethiopia English EGRA (2012) study on grade 2, 3, and 4 found that, sts couldn’t meet the expectations of MLC(p. 37). …. Magnitude

Though, there are different factors for such problems “the method English teachers employ are a primary cause for students language learning problems”.

In our context, English classes' are dominated by traditional methods (Girma,2005; Melkamu, 2005 and the pre-pilot study). (Mc Guinnes, 1998; Cunningham, 2000; Genene, 2011)

Rahman ( 2007) “Reading skill will never develop without students’ active engagement in reading process” ♥

Studies proved the positive effects of TBLT (Genene ,2011 ; Megersa ,2011; Willis and Willis ,2007; Ellis ,2003; Zhou You-hua ,2006; Murad ,2009;). Mekasha (2005) suggested to introduce task based approach to Ethiopian schools.

I. Although …Seedhouse (1999) argued that the interaction that results from tasks is often poor and can lead to fossilizations.

II. Weak construct validityIII.Is suitable for acquisition rich( high achiever) sts only.IV.Ellis (2003) ; and Willis &Willis ( 2007) also mentioned some

pedagogical problems that occur during the implementation of TBLT.

Owing to such differences, researchers suggested for further study to prove its effect (Uraiwansae-ong, 2010; Zhou You-hua, 2006; Tagesse, 2008; Nunan, 2004).

Because, many aspects of TBLT has not yet been justified.

As…, There is no experimental study conducted on TBLT in our country. Therefore, the study tries to test its effect hoping it may have a pedagogical contribution pertinent to enhancing grade- 5 students reading skill.

1.3.1 General Objective of the Study To investigate the effect of task-based language teaching on

grade five students reading performance and identify the challenges encountered while teaching reading through TBLT.

Specifically, 1. Examine the effect of task-based language teaching on enhancing

grade five students’ skimming skill.2. Determine the effect of TBLT on promoting grade five students’

scanning skill.

 

3. Test the effect of TBLT on improving grade five students’ skill of guessing the meaning of new vocabulary words.

4. Assess the effect of TBLT on enhancing grade five students’ use of pronoun references.

5. Examine the effect of TBLT on promoting grade five students’ skill of arranging order of events.

6. Find out the effect of TBLT on high and low achiever grade five students’ reading performance.

7. Investigate the challenges encountered while teaching /learning reading through TBLT.

2.1 Task-Based Language Teaching2.2 The Reading Skill2.3 Theoretical Framework of the Study 2.3.1 Experiential Learning Theory2.3.2 Constructivism Theory2.3.2.1 Piaget’s Cognitive Theory 2.3.2.2 Vygotsky’s Socio-Cultural Theory2.4 Task-Based Language Teaching Framework 2.5 Studies Done on Reading and Task-Based

Language Teaching

PRE-TASKThe teacher

Introduces and defines the topicUses activities to recall useful wordsEnsures students understand task

instructionThe students Note down useful words from

the pre-task activitiesSpend some minutes for prepare for

the task individuallyTASK CYCLE

1.TaskThe students do the tasks and the teacher monitors

2.PlanningThe students prepare to report and rehears and the T-ensures the

purpose is clear.3. Report

Students present their report and the T-chair and give feedback LANGUAGE FOCUS

1.Analysis 2.Practice S-do consciousness raising activity-reviews each analysis

3.1 Research Design A mixed research approach of Quantitative and qualitative

methods. Mainly Quasi-experimental research design.Pre test-post test comparison group design

O1 X O2

- - - - - - - - - - - - - - -

O1 O2

3.2. 1 Setting Tigray Regional State Mekelle City. Convenience sampling “Ayder primary school /30 in 2006) . Simple random sampling 3.2.2 Participants of the study Grade Five Students Purposive sampling Sections (Two) Availability samplingTo assign the EG &CG Simple random sampling

English Teacher Availability sampling

Reading Test (pre &post) Spec.Obj 1-6Classroom Observation Spec.Obj 7Students and teacher Interview Spec.Obj 73.4 Methods of Data AnalysisQuantitative data ( t-test) Independent sample t-test.Paired samples t-test. Qualitative data analysed qualitatively by transcribing and

translating.

4.1 Significance of difference in mean scores of EG and

CG on pre- reading test.The pre-reading test scores of EG (n = 54, M = 10.19, S.D

= 3.905) and CG (n = 54, M = 9.72, S.D = 3.678; t (106) = 0.218, P = 0.527. The sig. value is > 0.05, which confirms the variances are equal (the groups had been drawn from similar population).

Homogeneous sampling…In addition to the students background

The mean scores of experimental group (n = 54, M = 13.78,

S.D =3.032) and control group (n = 54, M = 9.31, S.D =

3.441; t (106) = 7.150, P = 0.000. The sig. value is < 0.05

and shows There is a significant difference between the two

groups after the treatment. Therefore, it seems the EG has

performed better than the CG students. This difference

might be because of the treatment the experimental group

gained and Similar with Murad (2009); Zhou-you-hua,

2006)

The paired samples t-test result shows t (53) = -6.913, p = 0.000 . The sig. value is < 0.05 This may lead, the experimental group has made a significant improvement in the post reading test than the pre-test.

4.4 The mean scores of low achievers (n = 15, M = 12.27, S.D = 3.327) and high achievers (n = 15, M = 16.27, S.D = 1.534; t (28) = -4.229, P = 0.000. The sig. value is < 0.05 This shows the variances are not equal and seems, high achiever students performed significantly better than the low achiever students of the EG.

At the beginning of the lesson the English teacher and Students were using too much L1 (Lack of English language proficiency).

Students were not able to complete the reading tasks on time ( time constraints).

Similar with a study done in Hong-Kong elementary schools by Carless (2009) and the challenges of this approach stated by Ellis (2003) ; Willis & Willis, (2007).

5.1 Validity ( face and content)The validation process was made before administering the

pilot study.Panel of judges (3 instructors & 2 grade five teachers)And most of the comments were reconsidered for the

pilot study.5.2 Reliability The reading test reliability result shows Cronbach alpha

= 0.709 ( desirable reliability)…since it is > 0.7

I. Difficulty level ( 0.3 – 0.7)II. Discrimination Index (> 0.3 has good DI)Thus, Most of the items are found with

acceptable D.L & D. I. But Item 3 ( D. L = 0.73) is found easy. Items 11 (D.I= 0.2) & Item 20 ( D.I = 0.26 ) are

with poor D.I .

1. The data collection tools, methods of data analysis and the research procedures are proved to be effective to conduct the main study by amending some minor problems:

Reading Test (Items 3, 11 & 20 need revisiting). Students Interview (Will not be used) 2. One research question will be added for the main

study so as to explore teachers and students attitude towards TBLT , since Interventions need to survey subjects attitude.

3.In the pilot study the EG English teacher was interviewed once at the end of the intervention. however, for the main study teachers reflection will made after each lesson to get immediate information.

4. Classroom English will be provided for the English teachers and the teachers training period will be maximized from 3 to 5 days.

5.Finally,it seems TBLT has a positive impact on the reading performance and the researcher has got direction to conduct the main study.