The Effect of Task-based Conditions on Reading Comprehension of EFL Female High School Students: Convergent, Divergent, One-way, and Two-way Task Conditions

The present study investigated the impacts that the four task-based conditions (convergent, divergent and one-way, two-way) might have on reading comprehension of Iranian female high school students. To do this, sixty-eight female subjects were chosen out of ninety students based on their Oxford Placement Test scores. Then, the reading part of Comprehensive English Language Test (Celt) as a pre test was handed to make sure that there was no significant difference among the participants in reading comprehension. After that, the participants were divided into the four experimental groups. In continues, each experimental group were given one of the four conditions of task-based (convergent, divergent, one-way, and two-way) and practiced through different stages of task-based (pre task, while task, and post task) in order to determine whether task-based conditions to teaching reading were effective and also to figure out which condition had a higher degree of improvement in reading comprehension. Then they were given the same reading part of comprehension test of Celt as a post-test. Then the pre-test and the post-test mean scores of the experimental groups, which got treatment through different task-based conditions, were compared with each other. The effects of the different treatments upon reading comprehension were analyzed through one-way ANOVA. It was found that the students who received task-based condition performed remarkably better than they did before any treatment on the reading comprehension on the pretest. It was also concluded that the experimental group who received two-way condition task performed much better than other groups who received other task-based conditions.

کلیدواژه ها:

Convergent ، Divergent ، One-way ، Two-way Task Conditions ، reading comprehension