The impact of open and closed tasks on Iranian EFL learners’ reading comprehension performance

The present study is an attempt to discover the influence of open and closed tasks on reading comprehension through implementing task-based language teaching. It was conducted on male EFL students at the second grade of Nemouneh high school, i.e. a high school for talented students, in Amol, Mazandaran. Convenience sampling was applied to select the subjects. Having administered a pretest, and based on the obtained mean and standard deviation,the researcher selected 60 out of 120 students, participating in two classes. The subjects in both experimental groups went through task-based language learning, during which one group concentrated more on open reading tasks, whereas the other group focused only on closed reading tasks. Afterwards, both groups participated the posttest of the study. Then, the difference between the obtained means of the first and second experimental groups was calculated through a t-test. Data analysis showed that the significant difference between the performances of the two groups was related to more effective impact of open reading tasks rather than closed reading tasks.

کلیدواژه ها:

Task ، Task-Based Language Teaching ، Closed Task ، Open Task ، Grading ، Sequencing