The Effectiveness of Task-Based Learning in Improving Reading Comprehension Skills Among B1-Level Efl Learners

Reading comprehension is a fundamental skill in English language learning, as it enables learners to understand, interpret, and critically analyse written information. However, many B1-level EFL learners experience difficulties in comprehending texts due to limited vocabulary, insufficient use of reading strategies, and a lack of active engagement in reading activities. Therefore, identifying effective teaching approaches that can address these challenges is essential. This study aims to investigate the effectiveness of Task-Based Learning (TBL) in improving reading comprehension skills among B1-level EFL learners. The research focuses on how meaningful, goal-oriented tasks can encourage learners to interact with texts, identify main ideas, locate specific information, make inferences, and develop a deeper understanding of written materials. It also examines the role of collaborative activities and learner participation in creating a more engaging reading environment. The proposed study will employ a quasi-experimental approach using pre-tests and post-tests, supported by questionnaires and classroom observations, to evaluate learners' progress and perceptions. By combining task-based activities with reading strategies such as skimming, scanning, predicting, and summarising, the study seeks to explore the extent to which TBL can support reading comprehension development. The findings are expected to provide useful insights into the application of learner-centered instruction and contribute to improving reading teaching practices in B1-level EFL classrooms.