Effect of Task-Based Learning on English Reading Skills of Non-English Major Freshmen in GuangXi Province

Background and Aims: Despite the growing demand for English reading proficiency in vocational education, non-English major freshmen at vocational colleges in GuangXi Province continue to struggle with reading comprehension. Traditional teacher-centered methods, which emphasize word-by-word translation and grammar drilling, have proven inadequate in developing students’ functional reading abilities. The average reading comprehension score of non-English major freshmen at Guangxi Vocational College of Safety Engineering stands at only 58/100, significantly below the listening average of 70/100. This study investigates the effect of Task-Based Learning (TBL) on improving English reading skills among these freshmen, using vocationally relevant tasks such as interpreting safety regulations, analyzing accident case studies, and summarizing workplace procedures. Methodology: A one-group pretest-posttest design was employed with 30 freshmen selected through cluster random sampling. The intervention consisted of seven structured reading lessons over 14 hours, each following Willis’s (1996) three-phase TBL framework: pre-task, task cycle, and language focus. Data were collected using a validated reading comprehension test (KR-20 = 0.78) and a satisfaction questionnaire (Cronbach’s α = 0.82). Paired t-test and one-sample t-test were employed for analysis. Results: Posttest scores (M = 16.60, SD = 2.85) were significantly higher than pretest scores (M = 11.80, SD = 2.45), p < .01. The posttest mean was also significantly higher than the 70% criterion (t = 3.421, p < .01). Student satisfaction with TBL was high (M = 4.25, SD = 0.71). Conclusion: TBL significantly improves English reading skills and student satisfaction in vocational education contexts. These findings suggest that TBL, when integrated with discipline-specific content, can serve as an effective pedagogical framework for enhancing both reading competence and professional readiness among vocational college students, with broader implications for curriculum reform in similar institutions across China.