The Effect of Task-based Activities on EFL Learners' Reading Comprehension

Abstract

This study examines the impact of learner autonomy on reading comprehension of EFL learners. To fulfill the objective of this study, 100 learners who took part in advanced classes whose score fall into the range of 48 to 60 (advanced level according to the test placement chart) were considered as the intended participants to this study. Oxford Quick Placement Test (QPT) was used to homogenize the learners, and then they were given two questionnaires: Questionnaire of autonomy by Spratt, Humphreys, and Chan (2000) and Reading comprehension test derived from PET Practice Tests developed by Jenny Quintana (2003). According to the results, there was a significant positive relationship between learner autonomy and reading comprehension of EFL learners. Also running multiple regressions revealed that learner autonomy can predict reading comprehension of learners. Also, the t-test was computed to determine the significance of difference between male and female on learner autonomy questionnaire. On the basis of the above results, there is no significant difference between male and female learners in autonomy level .