Using Task-Based Learning to Enhance the English Reading

Comprehension ability of Matthayomsuksa 4 Students

1Pennapa Wongchalee, and 2Worawoot Tutwisoot
1-2
Teaching English to Speakers of Other Languages Program, Udon Thani Rajabhat University, Thailand
1
E-mail: Pennapawongchalee36@[Link], 2E-mail: [Link]@[Link]

Received: November 27, 2024 Revised: December 28, 2024 Accepted: December 29, 2024

Abstract
The purposes of this research were as follows: 1) To study and compare students’
English reading comprehension ability before and after studying English reading
comprehension using task-based learning among Matthayomsuksa 4 students, and 2) To
investigate student’s attitude towards teaching English reading comprehension using task-
based learning among Matthayomsuksa 4 students. The sample consisted of 40
Matthayomsuksa 4 students from Bungkan School, Bungkan Province, under the Bungkan
Secondary Educational Service Area Office, during the first semester of the academic year
2024. The participants were selected through cluster random sampling. This study
employed a one-group pretest-posttest research design. The research instruments included
12 lesson plans, an English Reading Comprehension Ability Test, and an attitude
questionnaire. The experiment lasted 12 weeks, with two hours of instruction per week,
totaling 24 hours. Statistics used in the study were mean, percentage, standard deviation,
one-sample t-test, and t-test for Dependent samples. The findings of the research were as
follows: :1) The students’ pretest mean score on the English Reading Comprehension Ability
Test was 15.58 (38.94%), while their posttest mean score was 30.95 (77.38%). The posttest
mean score exceeded the set criterion of 70% and was significantly higher than the pretest
mean score. 2) The students' attitudes toward teaching English reading comprehension using
task-based learning were rated at a very good level.
Keywords: Reading Comprehension; Task-based learning; Matthayomsuksa

Introduction
English is a worldwide language franca, crucial for cross-cultural communication
as well as academic and professional achievement (Crystal, 2003; Graddol, 2006). The
importance of English extends to online information retrieval, where it is indispensable in
today's digital era. Thailand's Basic Education Core Curriculum requires teaching English
from elementary to secondary school, with a focus on developing comprehensive
354 | Using Task-Based Learning to Enhance the English Reading Comprehension ability of
Matthayomsuksa 4 Students

language skills, particularly reading, which is critical for understanding diverse texts and
improving overall academic performance (Carrell, 1989; Anderson, 1999). Reading demands
complex cognitive processes and is necessary for daily tasks such as interpreting
newspapers and medication labels (Grabe, 2009). As English-language media become
more ubiquitous, reading skills become vital for Thai students, equipping them to navigate
a rapidly changing, technologically driven world while fostering cultural understanding and
cooperation (Eskey, 2005). Thus, having outstanding English reading comprehension skills
is crucial for pupils to effectively connect with worldwide information and opportunities.
Furthermore, reading comprehension is one of the difficult skills for many Thai
language learners, consequence of a lack, lack of motivation and passive learning contexts
(Ruso, 1999). As a result, low English subject scores in national assessments like O-NET
demonstrate that Thai students struggle with reading throughout academic levels (NIETS,
2020). In the context of learning English as a foreign language, the situation in Bungkan
School, according to the learning achievement report of Matthayomsuksa 4 students
Bungkan School (2021) the English language proficiency of students in the school is
significantly low. In the 2024 academic year, the English reading achievement was recorded
at 40.30 percent, which fell below the school's target of 70 percent. It demonstrates that
the learners have problems in reading English. Moreover, one of the main factors
contributing to this low achievement is the students' lack of reading comprehension
abilities. Therefore, it is crucial to focus on developing and improving their reading
comprehension skills. Task Based Learning (TBL) involves using tasks as the central focus
within a supportive methodological framework. Tasks are essentially activities where
learners engage in communication using the target language to achieve specific goals. The
main aim of these tasks is to provide a genuine purpose for using language and to create
a natural context for language learning. Students prepare for the task, share their
experiences afterward and then focus on studying the language that naturally arises from
the task cycle and its related materials. Additionally, Willis (1996; 137) emphasizes the
benefits of task base learning in enabling students to use language relevant to real life
situations, practice natural language usage, improve problem solving skills, increase
engagement in tasks and build confidence in reading. This approach also nurtures strong
relationships between teachers and students as well as peer interactions among students.
In contrast, traditional teaching methods often stress direct instruction through lectures or
demonstrations with the explicit aim of teaching specific skills to students who usually
learn through listening and observation. Therefore, for this study, the researcher selected
three types of tasks as outlined by Richards (2013); Jigsaw tasks, Problem solving tasks and
Decision making tasks. These tasks were selected because they match the sec ondary
 Journal of Asian Language Teaching and Learning Vol. 5 No. 3 | 355

students age and proficiency level. To help students actively in the reading process, which
could help them better grasp and interpret the material they read.
In conclusion, based on the information provided, the researcher has chosen to
implement task-based learning to support students at Bungkan School who struggle with
reading and exhibit low reading abilities. Task-based learning has the potential to enhance
students' reading comprehension skills by providing engaging and interactive strategies.
Previous theoretical frameworks and empirical studies have highlighted task-based learning
as an effective approach for improving reading comprehension.
This study aims to explore the attitudes of Matthayomsuksa 4 students at
Bungkan School toward teaching English reading comprehension using task-based learning
and to determine whether this approach can help improve their reading comprehension
skills. Additionally, the findings of this study may provide valuable insights into strategies
for enhancing reading comprehension abilities and offer practical recommendations for
addressing similar challenges in other educational contexts.

Research Objectives
1. To examine and compare the English reading comprehension ability of
Matthayomsuksa 4 students before and after receiving instruction through task-based
learning.
2. To investigate Matthayomsuksa 4 students' attitudes toward teaching English
reading comprehension using task-based learning.

Literature Review
The following provides an overview of key concepts and theories related to
reading comprehension and language learning, the use of task-based learning to engage
students, and the role of positive attitudes in improving learning outcomes. These
principles help create more effective and engaging learning experiences.
1. Reading Comprehension Ability
Reading comprehension is an interactive process that involves the reader's active
engagement with the text. According to Harris and Hodges (1995), comprehension
improves when readers connect ideas in the text to their own background knowledge and
experiences. Anderson (1999) emphasizes that reading is a fluent process where meaning
is constructed through the interplay of text and prior knowledge. Snow (2002) highlights
the need for grammatical understanding and reader involvement to extract and construct
meaning. Gunning (2010) notes that readers with strong background knowledge can make
better inferences, enhancing comprehension. Grabe (2009) also frames reading as an
356 | Using Task-Based Learning to Enhance the English Reading Comprehension ability of
Matthayomsuksa 4 Students

interactive process that promotes fluency. Overall, effective reading requires interpreting
text, applying knowledge, and developing strategies to understand the author's intent.
2. Stages of Teaching Reading
Teaching reading comprehension can be effectively structured into three phases:
pre-reading, during-reading, and post-reading. In the pre-reading phase, instructors engage
students by activating their prior knowledge and interests through questions and
discussions, while introducing new vocabulary to set a purpose for reading. This approach
helps students connect the text to their own experiences and make predictions. During
the reading phase, students read silently and independently, completing tasks that
facilitate comprehension, such as answering questions or reflecting on the text’s structure
and content. Finally, in the post-reading phase, students reflect on their learning, discuss
their responses to the text, and relate the material to their own knowledge and opinions,
which enhances their language competence (Williams, 1994; Brown, 2001). Overall, this
structured approach fosters a deeper understanding of the text and encourages
meaningful engagement with the reading material.
[Link] of Reading Comprehension Ability
Miller (1990) identifies four levels of reading comprehension: textually explicit
comprehension, where readers grasp meanings directly stated in the text; textually implicit
comprehension, which requires readers to derive meanings not explicitly presented by
relying on their background knowledge; critical implicit comprehension, where readers
analyze and evaluate the content, distinguishing between facts and opinions; and
scripturally implicit comprehension, the highest level, where readers synthesize information
by connecting it to their own knowledge and experiences. Similar classifications by Lapp
and Flood (1986) and Rubin (1997) emphasize literal, inferential, critical, and appreciative
comprehension, highlighting the spectrum of understanding from explicit information to
evaluative and emotional responses. Recognizing these levels is essential for equipping
students with effective reading strategies and designing suitable assessments, and this study
will employ Miller's framework to evaluate students' reading comprehension skills.
4. Task-based Learning
Willis (1996) defines a task as an activity where learners use the target language
for a communicative purpose to achieve a specific outcome. This aligns with Ellis's (2003)
view of a task as a structured work plan that requires practical engagement with the
language, allowing for the assessment of effective communication. Nunan (2004)
elaborates that tasks involve classroom activities where learners acknowledge, manipulate,
create, or collaborate in the target language, focusing on expressing meaning rather than
just processing forms. Designed to mirror real-life situations, tasks promote genuine
interaction with the language and enhance problem-solving and communication skills.
 Journal of Asian Language Teaching and Learning Vol. 5 No. 3 | 357

They vary in format and complexity, aiming to improve language learning and proficiency
by fostering active engagement. Overall, tasks serve as essential tools for language
development, enabling learners to practice and apply the target language meaningfully
while also cultivating critical thinking and collaborative skills.
[Link] Types
Willis (2021) identifies several task types for language learning, including listing
tasks, which promote discussion through brainstorming and fact-finding; ordering and
sorting tasks, involving sequencing and categorizing; comparing tasks, where learners
analyze similarities and differences; problem-solving tasks, which challenge cognitive
abilities; sharing personal experiences tasks, encouraging informal discussions; and creative
tasks, requiring collaboration on projects. Richards (2013) adds to this by outlining jigsaw
tasks, where learners piece together information; information-gap tasks, which involve
exchanging distinct sets of data; problem-solving tasks, aimed at finding solutions;
decision-making tasks, where students choose from multiple options; and opinion
exchange tasks, fostering dialogue without the need for consensus. Despite different
methods and terminology, the core principles of task-based learning remain consistent.
For this study, the researcher focuses on jigsaw, problem-solving, and decision-making
tasks, as they are well-suited for the age and skill levels of secondary students, promoting
active engagement and language development.
6. Task-based Learning Process
The task-based learning process, as outlined by Willis (2021), consists of three
stages: pre-task, task cycle, and language focus. In the pre-task phase, the teacher
introduces the topic, helps students identify key vocabulary, and clarifies assignment
guidelines. The task cycle includes three sub-phases: (1) Task, where students work in
pairs or groups to complete the task while the teacher monitors; (2) Planning, where
students prepare to report their findings to the class; and (3) Report, during which groups
present their results and compare outcomes, possibly listening to recordings of similar
tasks for further analysis. The final stage, language focus, involves students analyzing
specific language features from their tasks and practicing new vocabulary and expressions.
Ellis (2003) further elaborates on task-based lessons, emphasizing preparation in the pre-
task phase, methodological and process choices during the task phase, and post -task
objectives that encourage task reflection and attention to language form. For this study,
the researcher has chosen to utilize Willis's task-based learning process due to its
emphasis on planning and engaging students in practical applications of language and
reasoning skills.
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Matthayomsuksa 4 Students

7. Attitude towards Language Learning

According to Oxford (1990), learners' attitudes, skills, and strategies influence their
ability to grasp language details, shaped by their feelings, fears, and biases toward learning
English. Brown (2001) divides attitudes into cognitive and affective dimensions, noting that
early influences like parents and peers play a role. Positive attitudes toward oneself and
both native and target language groups boost proficiency, while negative attitudes can
hinder progress. Garrett (2010) highlights that language attitudes are common in daily life,
often expressed in negative contexts. In conclusion, students' attitudes are crucial for
progress, with a positive outlook enhancing engagement and enjoyment in reading
comprehension lessons.
In conclusion, reading comprehension, task-based learning, and student attitudes.
Furthermore, the role of learners' attitudes is highlighted, with positive attitudes promoting
better engagement and outcomes. These concepts provide a foundation for designing
effective learning environments and strategies to improve language proficiency.
Conceptual Framework

Fig.1: Conceptual Framework of Using Task-Based Learning to Improve Students'

English Reading Comprehension Ability of Matthayomsuksa 4 Students

Research Methodology
This study focused on the following aspects:
1. Population and Sample
1.1 The population in this study was 424 of Mattayomsuksa 4 students of 12
classrooms enrolled in the course, Additional English (EN 31101), in the first semester of
 Journal of Asian Language Teaching and Learning Vol. 5 No. 3 | 359

the academic year 2024 in Bungkan School under the Bungkan Secondary Educational
Service Area Office, Muang district, Bungkan Province.
1.2 The sample in this study was 40 students of Matayomsuksa 4/11 students
studying English course (EN 31101) in the first semester of the academic year 2024 at
Bungkan school, Muang, Bungkan Province selected by cluster random sampling using
classroom as a sampling unit.
2. Research Instruments
The research instruments in this research can be described as follows:
2.1 Lesson plans for teaching English reading comprehension ability using task-
based learning. The lesson plans consisted of 12 units, 2 hours per unit. The total was 24
hours. The value of the Index of Item Objective Congruence (IOC) assessed by three
experts was 1.00 for every lesson plan.
2.2 An English reading comprehension ability test was developed by the
researcher based on Miller, (1990: 234) to examine the reading comprehension ability of
students in 4 levels; textually explicit comprehension, textually implicit comprehension,
critical implicit comprehension, and scripturally implicit comprehension. The test was
used as a pretest and posttest. This test was a multiple-choice test, with 40 items
altogether. This test was used to measure the students' English reading comprehension
ability in task-based learning. The difficulty value of the items was between 0.30 to 0.76,
and the discrimination value was between 0.20-0.60. The reliability of the test was at 0.94.
2.3 A students' attitude questionnaire towards teaching English reading
comprehension ability using task-based learning. An attitude questionnaire based on the
five-point Likert's rating scales, which consisted of 20 items. The value of the Index of Item
Objective Congruence (IOC) was 1.00 for every item.
3. Data Collection
The researcher conducted this study with the aim of developing the students'
English reading comprehension ability through the use of task-based learning. The
process is outlined as follows:
3.1 The students completed a pretest on English reading comprehension,
consisting of 40 items. The test duration was one hour.
3.2 The researcher implemented the teaching program using 12 lesson
plans over a period of 12 weeks. Each week consisted of 2 hours of instruction,
resulting in a total of 24 hours.
3.3 The students completed the posttest using the same English reading
comprehension ability test administered during the pretest. The test duration was one
hour.
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Matthayomsuksa 4 Students

3.4 The researcher distributed the students an attitude questionnaire to

check the students' attitude towards teaching English reading comprehension ability
using task-based learning.
3.5 The researcher analyzed data from the pretest, the posttest, and
attitude questionnaire towards teaching English reading comprehension ability using
task-based learning.
4. Data Analysis
The data collected from the English reading comprehension ability test and the
students' attitude questionnaire toward teaching English reading comprehension using
task-based learning were analyzed using the following three statistical methods:
4.1The basic statistics used in the analysis included: percentage, to assess the
effectiveness of English reading comprehension using task-based learning; mean (𝑥̅), to
analyze pretest and posttest scores; and standard deviation (S.D.), to evaluate the
distribution of these scores and the responses from the students' attitude questionnaire.
4.2 The statistics used to evaluate the quality of the instruments included: the
Index of Item Objective Congruence (IOC), the difficulty index (p) of the English reading
comprehension test using the Test Analysis Program, the discriminant index of the test,
and the reliability of the English reading comprehension test also assessed using TAP.
4.3 The statistics used to analyze the hypotheses included the one-sample t-
test for comparing students' English reading comprehension ability after learning with the
set criterion of 70 percent, and the t-test for dependent samples to analyze the
differences in scores before and after learning, both using SPSS for Windows.
5. Research Results
The comparison of the students' English reading comprehension ability using
Task-based learning before and after studying.
After the experiment, the researcher used an English reading comprehension ability
test which consisted of 40 questions with 40 points for Matthayomsuksa 4 students before
and after studying by using t-test for Dependent Samples which were shown in Table 1
Table 1 The comparison of the students' English reading comprehension ability scores
before and after studying
Test N x̅ Percentage S.D. t
Pretest 40 15.58 38.94 3.47
63.53**
Posttest 40 30.95 77.38 3.21
** p≤.01
 Journal of Asian Language Teaching and Learning Vol. 5 No. 3 | 361

Table 1 illustrated the comparison of the students’ pretest mean score on English
reading comprehension ability, which was 15.58 (38.94%) for the pretest and 30.95 (77.38%) for
the posttest. The results revealed that the students’ English reading comprehension ability
after the intervention was significantly higher than before, at the 0.01 significance level.
The comparison of the students' English reading comprehension ability using
Task-based learning with the criterion of 70 percent.
The comparison of the students' English reading comprehension ability of
Matthayomsuksa 4 Students after studying with the criterion of 70 percent. The researcher
used mean and compared students' English reading comprehension ability by using a One
Sample t-test, which was shown in Table 2.
Table 2 The comparison of the students' English reading comprehension ability
after studying with the criterion of 70 percent.
Test N x̅ S.D. t
Posttest 40 30.95 3.21 5.81*

* p≤.01
Table 2 illustrated the comparison of the students' English reading
comprehension ability after studying with the criterion of 70 percent. The results
explained that the students’ English reading comprehension ability after study English
reading comprehension using task-based learning was significantly different at the .01
level. The students’ posttest scores were significantly higher than the set criterion of
70 percent.
Results of students' attitude toward teaching English reading
comprehension ability using task-based learning
After studying using these 12 lesson plans, an attitude questionnaire,
consisting of 20 items, was administered. It was given to 40 students to survey their
attitude toward the teaching English reading comprehension using task-based learning
The result of the students' attitude survey as shown in Table 3.
Table 3 The study of students' attitude toward teaching students' English
reading comprehension ability using task-based learning
Attitude Test n x̅ S.D. Interpretation
Student’s attitude toward teaching
students'
English reading comprehension 40 4.51 0.55 Very good
ability using task-based learning
362 | Using Task-Based Learning to Enhance the English Reading Comprehension ability of
Matthayomsuksa 4 Students

According to Table 3, after teaching English reading comprehension using task-

based learning approach, the mean attitude score of the 40 students was 4.51 and a
standard deviation was 0.55 It was found that the student had attitude toward teaching
English reading comprehension using task-based learning at a very good level.

Discussion
This study investigated the effectiveness of task-based learning on improving
English reading comprehension among Matthayomsuksa 4 students at Bungkan School
through a one-group pretest-posttest design. The findings showed a notable increase in
reading comprehension scores, with students' performance rising from a pretest score of
15.58 (38.94%) to a posttest score of 30.95 (77.38%), surpassing the 70% criterion. The use
of jigsaw tasks, problem-solving tasks, and decision-making tasks played a key role in
enhancing students' comprehension abilities by encouraging active engagement and
language use in practical contexts.
Task-based learning also facilitated collaborative learning, allowing students to
work in pairs or groups, which fostered language interaction and deeper comprehension.
Through stages such as the pre-task, task cycle, and language focus, students had the
opportunity to build vocabulary, analyze language structures, and correct errors. This
process not only boosted their confidence but also made them more effective in applying
language skills during tasks and presentations, aligning with the principles outlined by Willis
(2021), the pre-task phase involved introducing the topic and key vocabulary, which helped
students to engage cognitively with the task while lowering their affective filter. This stage
was crucial for activating prior knowledge and setting clear objectives, enabling students to
feel prepared and motivated.
In addition to the improvements in reading comprehension, students expressed a
highly positive attitude toward task-based learning. They found the tasks engaging, well-
suited to their level, and supported by visual aids that helped them understand reading
passages more effectively. Group work and presentations further solidified their
comprehension and retention of the material. This positive attitude mirrors findings from
previous studies, such as those by Lap & Trang (2017) and Tappan (2017), which highlight
the motivational benefits of task-based learning. Overall, the study concluded that task-
based learning is a powerful method for enhancing reading comprehension and increasing
student engagement in English language learning.

Knowledge from Research

Teaching English reading comprehension using task-based learning (TBL), which
demonstrated significant success. The study found that students' reading comprehension
 Journal of Asian Language Teaching and Learning Vol. 5 No. 3 | 363

scores improved dramatically from 38.94% to 77.38%, exceeding the 70% target. The
success was achieved through a structured three-stage process (pre-task, task cycle, and
language focus) and incorporated varied tasks including jigsaw, problem-solving, and
decision-making activities. The approach not only improved reading skills but also boosted
students' confidence, fostered critical thinking, and generated positive attitudes toward
learning English. The effectiveness of this method is supported by established theories
from Richards, Willis, and Ellis, highlighting TBL's value in developing language
comprehension through interactive, real-world tasks. Knowledge from research can be
explained as follow:

Fig.2: Knowledge from Research of Using Task-Based Learning to Improve

Students' English Reading Comprehension Ability of Matthayomsuksa 4 Students

Conclusion
A study and comparison of the pretest and the posttest scores on English reading
comprehension ability and an investigation of Matthayomsuksa 4 students’ attitude
towards teaching English reading comprehension using task-based learning can be
summarized as follows: 1) The students’ pretest mean score on English reading
comprehension ability was 15.58 (38.94%) and that of the posttest was 30.95 (77.38%),
respectively. The students’ English reading comprehension ability of students after
studying English reading comprehension using task-based learning was higher than the set
criteria of 70 percent. The students’ English reading comprehension ability was found to
be significantly different at the .01 level. 2) The students’ attitude toward teaching English
reading comprehension using task-based learning was rated at a very good level, with a
mean score of 4.51.
364 | Using Task-Based Learning to Enhance the English Reading Comprehension ability of
Matthayomsuksa 4 Students

Suggestions
The finding in this study presented that teaching English reading comprehension
ability by using task-based learning improved the students' reading comprehension ability
and students' attitude toward the teaching English reading comprehension ability by using
task- based learning.
In order to make use of this study, the researcher recommended as follows:
1. Recommendations from the study
1.1 Using task-based learning to improve English reading comprehension
motivates students to be able to study different parts of a text and then share their
findings with each other, decision-making and problem-solving the passage to understand
the overall reading text instead of detailing text reading. This would also improve
students’ confidence to accomplish the tasks.
1.2 Implementing task-based learning to improve English reading
comprehension should be at least two hours per a reading text, so that the students can
spend time in each step effectively.
1.3 Using task-based learning to improve English reading comprehension
requires the teachers to prepare more extensive knowledge and deep understandings
about the reading text to discuss and explain the answers in class, and the necessity and
usefulness of preparing lesson materials and reflection.
2. Recommendations for further study
The researcher's recommendations for further study were as follows: Researchers
should apply the using task-based learning to all learners of different levels by integrating
the tasks into the topics of other English skills.
2.1 Researchers should study using task-based learning to students in
various levels and educational backgrounds.
2.2 Researchers should apply new activities or tasks to activate students’
prior knowledge, such as, telling stories, watching video, playing games, or etc.

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