Influence of Task-based Instruction on Iranian Senior High School Students Self-efficacy and Reading Achievement

The present study focused on examining the impact of task-based instruction on Iranian senior high school students' self-efficacy and reading achievement. For this purpose, ۷۰ male students were selected from different high schools of Ilam city after completing an oxford placement test. Then, they were divided into two groups of experimental and control randomly. To gather the required data of the study, a self-efficacy questionnaire and a residing achievement test were given to the participants as research pre-tests. After that, the participants received instruction. In the experimental group, reading texts were taught based on a task-based language teasing approach. In this group, the time of the class was divided into three phases: pre-task, task cycle to post-task. The participants of the control group received the instruction through the principles of the grammar-translation method. After, fourteen sessions of instruction, the instruments of self-efficacy and reading achievement were given to the participants of the experimental and control groups as the post-test. The results of the data analysis revealed that concerning reading achievement, there was no significant difference between the two groups. Furthermore, the results study indicated that task-based instruction had a noticeable impact on the participants' self-efficacy in the experimental group rather than the control group. The results of the study are beneficial for English as foreign language (EFL) learners, teachers and, material developers.

کلیدواژه ها:

Task-based Language teaching ، Self-efficacy ، Reading Achievement