The impact of ESA elements on reading comprehension of EFL leaners: A task-based approach

Recent studies in applied linguistics and reading proficiency have frequently stressed the essentiality of reading as a prerequisite to academic success. Correspondingly, multitudinous studies have made an attempt to present the best course of action into presenting a new way of teaching reading proficiency. The present study aims to investigate the probable impact of implementing Harmer’s Engage, Study and activate (ESA) elements involved in teaching of tasks on boosting reading comprehension of EFL learners. To meet the objectives of the study, two intact groups of 15 subjects were enrolled. At the outset of the study before the actual classes were started, subjects were given an FCE reading pre-test to make certain both groups equivalence and homogeneity. Subsequently, the control group was treated according to the tenets of Grammar-translation method (GTM) and the experimental group was treated through implementation of ESA elements involved in teaching of reading tasks. Finally, a post-test of FCE reading comprehension were given in order to see whether there exists any changes by the method being used. The findings of the study using independent sample t-test proved that the participants being treated via a task-based use of ESA elements outperformed on mastering their reading comprehension. It is hoped that the pedagogical implication of the study would make significant contribution to the works of EFL teachers, EFL learners, syllabus designers, supervisors, material producers, textbook writers and researchers.