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The effects of task-based learning on English reading motivation among vocational college students


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The English language proficiency of students enrolled in vocational colleges in China has remained a significant concern for teachers and curriculum developers. Task-based learning has been put forward as a feasible approach to tackle this problem. Research on the effects of task-based learning on English reading motivation among vocational students can provide new ideas for vocational English reading education. The aim of this study is to explore the effects of task-based learning on the English reading motivation of Chinese vocational students. This study employed a mixed method approach, a quasi-experiment in phase 1 and followed by semi-structured interviews in phase 2. The population for this study comprised of vocational college students in Guizhou Province, China. Random sampling and purposive techniques were used in this study. Instruments include pretest, post-test, questionnaire, and semi-structured protocol. Data obtained from pretest and post-test was analysed descriptively, independent sample t-test, paired sample t-test and data from the interviews were analysed using thematic analysis. The average score of reading motivation for external (M = 3.08, SD = 0.69) and internal (M = 3.20, SD = 0.67) are at a low moderate level for control group and average score of reading motivation in terms of external (M = 3.47, SD = 0.71) and internal (M = 3.56, SD = 0.71) are at a low moderate level for experimental group. Two main themes emerged namely improved motivation and their critical thinking skills. The findings of this study have implications for English reading instruction and motivation for vocational college students.

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