The comparative effect of content-based language teaching and task-based language teaching on iranian pre-intermediate efl learners’ reading skill

Abstract

This study aimed to explore the effectiveness of TBLT and CBLT on Iranian Pre-intermediate EFL learners’ reading skill. Forty pre-intermediate EFL learners were pretested and then homogenized and then divided to 2 classes, namely TBLT group and CBLT group. The CBLT group received reading instruction based on CBLT, while the RBLT group received reading instruction based on TBLT. After the treatment, both groups received a posttest. After analyzing the data through using paired and independent samples t-tests, it was shown that both groups (i.e., TBLT & CBLT) progressed considerably with regard to their reading skill from the pretest to the posttest, with the task-based language teaching group outperformed the content-based language teaching group in the posttest. It can be deduced that both task-based language teaching and content-based language teaching methods are effectual in reading comprehension instruction to Iranian Pre-intermediate EFL learners, with TBLT method being more effective.