Reading-Aloud Versus Task-Based Reading Instruction

This research investigated the efficacy of two types of teaching methods in Japanese high school reading classes. An experimental class was taught using task-based materials developed from a standardized textbook with the instructor making extensive use of the target language and employing a more student-centered approach than is typical of Japanese high school classes. A pre-test was administered at the start of the semester with a post-test, regular midterm exam and English language proficiency test given at the end of the semester. The control classes were taught using a method known in Japanese as "ondoku" or reading-aloud that was combined with grammar-translation methods. The results of the post-test showed a significant difference between the groups with the experimental group outscoring all the control groups. No significant differences were found among the other tests. Finally, a questionnaire was administered to identify student reactions to the experimental class and materials. These results and educational implications are discussed