The influence of task-based language teaching on the development of english reading skills in vulnerable adult learners
DOI:
https://doi.org/10.53877/q09phd46Keywords:
reading skills, vulnerable adults, english language teaching, technical trainingAbstract
This study analyzes the influence of task-based learning on the development of English reading skills in vulnerable adults enrolled in the RIOKUNA program at the Municipal Vocational Training Center in Riobamba, Ecuador. The main objective was to measure changes in participants' reading performance before and after a TBLT-based intervention. The methodology employed a quasi-experimental pretest-posttest design with a single group, applied to 98 vulnerable adult learners who participated in 10 class sessions. A reading test adapted to the Cambridge A1-A2 format was used, focusing on functional and technical texts related to vocational training. The results showed a significant improvement in participants' reading performance. Additionally, an increase in students' motivation and self-efficacy toward reading in English was observed, suggesting that TBLT can be effective in teaching English in technical training contexts. This study contributes to the literature on language teaching for vulnerable adults and highlights the importance of adapting English language teaching to specific professional needs.
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