The present study attempts to investigate the impact of conducting the Task based Approach (TBA) to improve reading comprehension skills of Delta University Students. A quantitative technique was conducted by applying pre- and post- test to measure enhancement of students. Sixty medical students, who studied "English2" course in the academic year 2019\2020, were participating in the study. They were split into two equivalent groups represented Control Group (CG) and Experimental Group (EG) with thirty students each. To find out the upgrading of students‟ reading comprehension, pre-posttest and t-test were used. And to evaluate students’ attitude towards employing TBA in studying English and their complications within the medical context, a semi-structured questionnaire also was administered. The findings reveal that t- test was 2.042 (significant at 0.05). This showed that by conducting TBA, the students' attainment has been enhanced. The results of the questionnaire revealed positive attitude towards applying TBA for enhancing their reading comprehension skills.
AlAdl, Abdelrahman Elsayed. (2023). The Effect of Task based Approach on Improving Reading Comprehension and Attitude of Pharmacy College Students in Delta University. مجلة کلية التربية فى العلوم التربوية, 47(2), 17-37. doi: 10.21608/jfees.2023.312245
MLA
Abdelrahman Elsayed AlAdl. "The Effect of Task based Approach on Improving Reading Comprehension and Attitude of Pharmacy College Students in Delta University". مجلة کلية التربية فى العلوم التربوية, 47, 2, 2023, 17-37. doi: 10.21608/jfees.2023.312245
HARVARD
AlAdl, Abdelrahman Elsayed. (2023). 'The Effect of Task based Approach on Improving Reading Comprehension and Attitude of Pharmacy College Students in Delta University', مجلة کلية التربية فى العلوم التربوية, 47(2), pp. 17-37. doi: 10.21608/jfees.2023.312245
VANCOUVER
AlAdl, Abdelrahman Elsayed. The Effect of Task based Approach on Improving Reading Comprehension and Attitude of Pharmacy College Students in Delta University. مجلة کلية التربية فى العلوم التربوية, 2023; 47(2): 17-37. doi: 10.21608/jfees.2023.312245
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