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    Eta Fajrani Adam

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    Alvian Pratama Ombi
    The document summarizes a research study that investigated the effects of task complexity on EFL learners' reading comprehension performance. The study divided 45 Iranian EFL learners into three groups: a control group and two experimental groups that received either simple or complex task-based training. Statistical analyses found that both experimental groups outperformed the control group, and the group that received complex task training performed better on reading comprehension tests than the group that received simple task training. The study concluded that task-based teaching can be more effective for reading comprehension than conventional methods, and that more complex tasks lead to better performance than simpler tasks.

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    Eta Fajrani Adam

    Uploaded by

    Alvian Pratama Ombi
    33 views3 pages
    The document summarizes a research study that investigated the effects of task complexity on EFL learners' reading comprehension performance. The study divided 45 Iranian EFL learners into three groups: a control group and two experimental groups that received either simple or complex task-based training. Statistical analyses found that both experimental groups outperformed the control group, and the group that received complex task training performed better on reading comprehension tests than the group that received simple task training. The study concluded that task-based teaching can be more effective for reading comprehension than conventional methods, and that more complex tasks lead to better performance than simpler tasks.

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    The document summarizes a research study that investigated the effects of task complexity on EFL learners' reading comprehension performance. The study divided 45 Iranian EFL learners into three groups: a control group and two experimental groups that received either simple or complex task-based training. Statistical analyses found that both experimental groups outperformed the control group, and the group that received complex task training performed better on reading comprehension tests than the group that received simple task training. The study concluded that task-based teaching can be more effective for reading comprehension than conventional methods, and that more complex tasks lead to better performance than simpler tasks.

    Copyright:

    © All Rights Reserved
    Download as RTF, PDF, TXT or read online from Scribd
    Download as rtf, pdf, or txt
    33 views3 pages

    Eta Fajrani Adam

    Uploaded by

    Alvian Pratama Ombi
    The document summarizes a research study that investigated the effects of task complexity on EFL learners' reading comprehension performance. The study divided 45 Iranian EFL learners into three groups: a control group and two experimental groups that received either simple or complex task-based training. Statistical analyses found that both experimental groups outperformed the control group, and the group that received complex task training performed better on reading comprehension tests than the group that received simple task training. The study concluded that task-based teaching can be more effective for reading comprehension than conventional methods, and that more complex tasks lead to better performance than simpler tasks.

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    © All Rights Reserved
    Download as RTF, PDF, TXT or read online from Scribd
    Download as rtf, pdf, or txt
    of 3

    ETA FAJRANI ADAM

    A1D212061
    Title

    Author
    Co- Author
    Year of Publication
    Name of Publication

    :
    :
    :
    :

    The Effect of Task Complexity on EFL Learners Reading


    Comprehension Performance
    Ali Akbar Khansiar
    Omid Darvishi
    2014
    International Journal of Language Learning and Applied
    Linguistic World (IJLLALW)

    a. The Reason to Conduct the Research

    Reading skill has been the home of choice for ESL and ELT researchers. It also has been
    attractive enough to initiate specific studies on various psychological concepts related to
    language learning such as perception, recognition, concept mapping, and the like. Reading
    comprehension has always played a crucial role in Iranian EFL classroom. Reading skill is
    one of the skills used for Iranian high school and pre-university learners to pass entrance
    examination to get seat in Iranian universities. In this research, 45 intermediate male Iranian
    EFL learners who participated were divided into three groups of 15 students in order to
    facilitate the training process in this research. The subjects were studying Touch Stone series
    at the intermediate level in the Oil Company English Classes, in Bushehr city in Iran, where
    the researchers were teaching English conversation and reading comprehension courses. The
    results of this article indicated that task-based teaching of reading comprehension can be
    more effective than the conventional method of teaching reading. Students exposed to
    complex tasks can represent a better performance on reading comprehension tests compared
    to the learners exposed to simple tasks in their trainings.
    a. Research Question
    1. Does task-based

    instruction have any significant effect on learners reading


    comprehension?
    2. Does task complexity have any significant effect on EFL learners' reading comprehension?

    b. Objective of Study
    To find out whether there is any significant effect of task based instruction on learners

    reading comprehension.
    To find out whether there is any significant effect of task complexity on EFL learners

    reading comprehension.
    c. Hypothesis of Study

    H01. Task-based instruction has no significant effect on learners reading comprehension


    H02. Task complexity has no significant effect on EFL learners' reading comprehension
    d. Grand Theory

    Components of reading comprehension, Grabe; (1991) argued six general component


    skills and knowledge areas: Automatic recognition skill, vocabulary and structural

    knowledge, formal discourse structure knowledge, content/world background knowledge,


    synthesis and evaluation skills/strategies, and met cognitive knowledge and skills monitoring.
    Task has been defined by different researchers.
    Skehan (1996: 20) defined task as an activity which has meaning as its primary focus.
    Success in the task is evaluated in terms of achievement of an outcome, and tasks generally
    bear some resemblance to real-life language use. Nunan (1989: 10) mentioned that tasks
    can be conceptualized in terms of the specific goals they are intended to serve, the input data,
    which forms the point of departure for the task, and the related procedures, which the
    learners undertake in the completion of tasks.
    e. The Result of Statistical Analysis

    In the discussion of this journal, the statistical analysis revealed the first null hypothesis
    that says tasks based on instruction has no significant effect on learners' reading
    comprehension. Thus, the first null hypothesis was rejected. According the findings of one
    way ANOVA both experimental groups outperformed the control group. However, it could be
    concluded experimental groups as a whole outperformed the control group on the post-test of
    reading comprehension.
    Considering the fact that English as a foreign language for the Iranian learners, the
    researchers might feel in ease to propose that task-based teaching of reading comprehension
    can be more effective than the conventional method of teaching reading. Since reading
    comprehension is considered as one of the most fruitful media through which the foreign
    language learners can compensate for their lack of exposure to the immediate environment,
    employing task-based teaching of reading comprehension is of paramount importance both
    for Iranian students and teachers.
    Concerning the second null hypothesis, the statistical analysis proved a significant
    difference between the mean scores of the simple and complex experimental groups on the
    posttest of reading. Thus, it can be concluded that the second null-hypothesis as task
    complexity does not have any significant effect on EFL learners' reading comprehension.
    However, the second null hypothesis was rejected. Actually, the complex task group
    outperformed the simple task group on the post-test of reading comprehension. This means
    that the learners dealing with difficult task trainings have been able to perform better on the
    reading comprehension compared to the learners trained through simple tasks, despite the
    fact that the learners in the simple task group have been trained how to deal with the task
    throughout the treatment.
    f.

    Conclusion
    As the conclusion, the test results were analyzed via employing SPSS version 21 and,
    ANOVA and descriptive statistics were conducted. The analyses of the results revealed that:
    1. Task-based teaching of reading comprehension can be more effective than the
    conventional method of teaching reading.
    2. Students exposed to complex tasks can represent a better performance on reading
    comprehension tests compared to the learners exposed to simple tasks in their trainings.

    g. Recommendation

    This research was conducted in order to figure out whether task-based instruction has any
    significant effect on learners reading comprehension or not. Actually, the complex task
    group outperformed the simple task group on the post-test of reading comprehension. This
    means that the learners dealing with difficult task trainings have been able to perform better
    on the reading comprehension compared to the learners trained through simple tasks, despite
    the fact that the learners in the simple task group have been trained how to deal with the task
    throughout the treatment.

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