This study investigates the Impact of Task-Based Language Teaching (TBLT) on the Reading Proficiency of Intermediate EFL Learners, offering a fresh pedagogical approach to enhance comprehension skills in English as a Foreign Language (EFL) classrooms. While traditional methods often emphasize rote learning and passive reading, this research explores how meaningful, interactive tasks can actively engage learners, fostering critical thinking, inference-making, and contextual understanding. The study adopts a quasi-experimental design, involving 100 intermediate EFL learners divided into control and experimental groups. Over a 12-week period, the experimental group received reading instruction through authentic tasks such as problem-solving, role-play, and collaborative projects, while the control group followed conventional reading exercises. The findings reveal a significant improvement in reading comprehension, vocabulary acquisition, and learner autonomy among the TBLT group. Moreover, qualitative feedback highlights increased learner motivation and confidence. This research contributes to innovative teaching methodologies by demonstrating how task-based frameworks can transform reading instruction, making it more learner-centered, dynamic, and effective for developing higher-order literacy skills in EFL contexts. The study has implications for curriculum designers, language instructors, and policy makers seeking to enhance language education through engaging and outcome-driven strategies.
Khyzer et al. (2025) studied this question.