Improving Students' Reading Skills through Task-Based Learning

Muattar Nasimova

doi:10.2024/dwycr245

Authors

Muattar Nasimova PhD Student of Samarkand State University named after Sharof Rashidov Author

DOI:

https://doi.org/10.2024/dwycr245

Keywords:

Authentic Tasks, critical thinking, problem-solving, communication Skills, task complexity, reading comprehension, vocabulary acquisition, language proficiency, task selection, task sequencing, language support, fluency, implementation

Abstract

In the realm of language education, the focus has shifted from traditional, teacher-centered approaches to more student-centered methodologies that prioritize active engagement and practical application of language skills. Unlike traditional methods that focus on grammar drills and vocabulary memorization, TBL emphasizes the completion of authentic tasks as the central vehicle for language learning. Task-based learning (TBL) has emerged as a pedagogical approach that aligns with these principles, particularly in improving students' reading skills in the English classroom. This article explores the implementation of TBL as a strategy to enhance reading proficiency among students and explores the real-world applications of task-based learning across various educational contexts.

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