A Comparative Study of Task-based vs. Task- supported Teaching Approaches in an EFL Context

Mahdieh Shafipoor, Farnaz Latif


In spite of the numerous merits of task-based language instruction as claimed by its supporters in the last few decades, task-supported teaching approach as an alternative was introduced. Since then, there have been controversial debates over the superiority of each of these two approaches. Thus, in the current research project, the purpose was to consider these two teaching approaches in the scope of English language teaching, with the purpose of exploring the most efficient one in an Iranian EFL context. To this end, 120 sophomore students, majoring in English language translation course at Islamic Azad University, Shar-e-Qods branch were selected among 4 intact reading comprehension II classes. Next, they were divided into two experimental groups. The first experimental group received task-based instruction and for the second experimental group, task-trusted teaching approach was applied. The results of the data analyses turned out that task-trusted teaching approach was superior to task-based teaching in teaching reading to EFL learners.



Task-bsed language teaching (TBLT), task-supported language teaching (TSLT), reading comprehension

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DOI: https://doi.org/10.7575/aiac.ijalel.v.4n.5p.92


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