The Impact of Consciousness-raising vs. Structure-based Production Tasks on Reading Comprehension of Iranian Mid-intermediate EFL

Abstract

Abstract-Task-based instruction is crucial in SLA research, teaching and learning language skills particularly reading comprehension. This study investigated the effect of two kinds of focused tasks on reading comprehension and on the attitudes of Iranians mid-intermediate EFL learners. At first, a pilot study was conducted to see the feasibility of the treatments as well as reliability and validity of the instruments of the study. In the main study, a language proficiency test was used to homogenize the 70 participants who attended two experimental groups followed by an administration of the attitudes questionnaires. During the treatments, in one group, the participants received consciousness-raising tasks, and in the other group structure-based production tasks were applied. At the end of instructional courses, the two groups took a reading post-test and were asked to fill out the questionnaire again. The statistical analyses indicated that structure-based production tasks had more significant effect not only on the learners reading comprehension but also on their attitudes toward reading comprehension; while consciousness-raising focused tasks had a significant impact only on learners' attitudes toward reading comprehension. The study also concluded the importance of applying appropriate tasks in reading courses.

The Effects Of Structure-Based Production Tasks On English Non-Majored Students’ Attitudes And Grammatical Performance

“…Slightly different from previous studies, Erfani et al [2015] studied the effects of Consciousness Raising tasks [CR tasks] and SBPTs on reading comprehension. Seventy midintermediate EFL students were offered to participate in.…”

“…Briefly, those mentioned studies have demonstrated students' attitudes towards focused tasks and Task-based approach. The majority of them express interests in the new method as it creates more opportunities to engage in communication [Rashtchi, 2012;Erfani et al, 2015]. Nevertheless, some students are hesitant about the new method as they commonly follow the traditional method.…”