| Περίληψη: |
This study examined the effects of task-based instruction (TBI) on Grade 9 EFL students' reading attitudes in a public secondary school in Ethiopia, focusing on cognitive, affective, conative, and overall dimensions. A quasi-experimental design was employed with 96 participants divided into experimental and control groups. The experimental group received a ten-week task-based reading instruction intervention, using adapted reading texts, while the control group followed conventional instruction. Data were collected via a reading attitude questionnaire and semi-structured interviews, and analyzed using ANCOVA, paired-samples t -tests, and thematic analysis. Results indicated significant improvements in the cognitive and conative components of reading attitude for the experimental group, while changes in the affective component and total reading attitude were not statistically significant. Qualitative findings revealed enhanced comprehension, critical engagement, enjoyment, and sustained participation in reading tasks among experimental group students. The study demonstrates that TBI can support cognitive engagement and proactive reading behaviors, though affective responses and overall attitude may develop more gradually as students become more familiar with task-based approaches. Limitations include the short intervention period and single-site sampling, suggesting that future research should examine longer-term effects across diverse educational contexts. Plain Language Summary: How Task-Based Classroom Activities Improve EFL Students' Reading Attitudes This study looked at whether task-based reading instruction can improve how Grade 9 students feel about reading in English as a foreign language. The study took place in a secondary school, where 96 students participated. The students were divided into two groups. One group learned reading through task-based instruction, which uses meaningful activities such as group tasks, problem-solving, and real-life reading situations. The other group was taught using more traditional reading lessons. The task-based instruction lasted for ten weeks and used adapted reading texts. To understand students' reading attitudes, the researchers collected information through questionnaires and interviews before and after the lessons. The results showed that students who learned through task-based instruction improved in how they understood reading tasks and how actively they chose to read and participate in reading activities. These students were more engaged, showed better understanding of texts, and were more willing to take part in reading tasks. However, changes in students' feelings toward reading, such as enjoyment or emotional response, were limited, and overall reading attitude did not change significantly during the short study period. The interviews supported these findings, showing that students enjoyed working with tasks, felt more confident, and stayed involved in reading activities. The study suggests that task-based instruction can help students think more deeply about reading and become more active readers. However, improving students' feelings about reading may require longer teaching periods. [ABSTRACT FROM AUTHOR] |