Abstract

This study aims to investigate the effects of task-based instruction (TBI) on students’ reading comprehension levels, specifically focusing on literal, inferential, critical, and creative comprehension. A quasi-experimental design was employed involving secondary school students in Ethiopia. Participants were randomly assigned to either an experimental group (N = 44) or a control group (N = 44), using a lottery method. Students in the experimental group received reading texts accompanied by TBI, while those in the control group were taught using conventional classroom instruction, engaging with the same texts over a five-week period. Pre- and post-reading comprehension tests were administered to assess any significant differences between the two groups. Data analysis was conducted using one-way analysis of covariance (ANCOVA) and paired sample t-tests. The findings indicated that TBI considerably improved students’ overall reading comprehension. Notably, the literal level of comprehension showed significant improvement, whereas the inferential, critical, and creative levels did not exhibit substantial changes following the treatment. These results suggest that while TBI is effective in enhancing certain aspects of reading comprehension in English as a Foreign Language (EFL) contexts, its impact on higher-order comprehension skills requires further exploration.