Enhancing English Literacy through Task-Based Learning in a Technology-Integrated Classroom

This study explored the impact of task-based teaching in a technology-enhanced environment, following the blended ladder model (Gravel et al., 2014), on second language (L2) learners’ English reading and writing skills. The study aimed to promote reading habits through extensive reading (ER), improve language skills via technology-assisted platforms (e.g., ZUVIO and Classdojo), and reduce writing anxiety. Two classes of 40 students each were divided into higher proficiency (HP) and lower proficiency (LP) groups for an eight-week intervention. Both classes participated in two interventions: self-selected reading materials with reading journals and task-based learning involving grammar, sentence structure, and authentic writing tasks using technology. Quantitative results showed significant improvements in reading comprehension for both the HP (p =.00) and LP (p=.025) groups, as indicated by the paired T-test, with HP showing greater gains than LP (5.27% vs. 5.02%). Writing anxiety results, based on the Second Language Writing Anxiety Inventory (Cheng, 2004), indicated that HP experienced the most reduction in “avoidance behavior” (MD =2.94), whereas LP showed improvement in “cognitive anxiety” (MD =1.7). Qualitative findings highlighted the benefits of daily reading habits, with 30-60 minutes per day benefiting the growth of sustainable reading habits, though vocabulary remained a challenge that hindered comprehension. Recommendations for cultivating a steady reading habit lie in students’ choices of interest and the teacher’s guidance in selecting suitable reading materials.