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Designing TBLL Classroom Activities incorporating the Reading Aloud

Strategy to Improve Reading Skills among College / University-level ESL
Students
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© 2022 IJRAR March 2022, Volume 9, Issue 1 www.ijrar.org (E-ISSN 2348-1269, P- ISSN 2349-5138)
Designing TBLL Classroom Activities

incorporating the Reading Aloud Strategy to
Improve Reading Skills among College /
University-level ESL Students
G Dinesh Kumar
PhD Research Scholar
PG & Research Department of English
Government Arts College, (Autonomous)
1. Introduction
Developing or improving reading skills in a language is perceived as the acquiring of the ability to read
and understand a content that is presented in a written text. Effective reading is actualized in the learner’s
ability to comprehend a written text. Comprehension becomes the primary objective of teaching/learning
reading skills including the evaluation of the learner’s ability to read. Therefore, any teaching/learning
activity aimed at helping learner’s improve their reading skills should focus on helping them learn the
ability to read and comprehend a given written text. Any effort towards designing and developing such
activities should also utilize the right strategies to allow the activities to achieve the objective. This research
aims at incorporating the Reading Aloud strategy in designing Task-based Language Learning (TBLL)
classroom activities to help college/University level English as a Second Language (ESL) students improve
their reading skills.
1.1 Significance of the Study
This research will provide a model for designing TBLL activities in which aspects of the reading aloud
strategy can be incorporated. Furthermore, the study will also provide classroom activities with detailed
lesson plans that can be used by ESL teachers in their classrooms. The study will also highlight the rationale
behind the choice of using the Reading Aloud strategy to help learners improve their reading. As creating
adequate resources to aid teachers in delivering their ESL courses, this study would provide such a useful
resource. There is a need for the use of varied strategies to help students improve their reading with the
aim to comprehend a written text (Alfallaj, 2011), and this research will address the need.
IJRAR22A2115 International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org 350
The study will focus on ESL students who belong the state of Tamil Nadu, India, while designing the
activities. Even though these activities can be altered to suit the needs and education profile of the learners
from other places, these activities are particularly designed based on the needs of the learners of Tamil
Nadu. This gains significance because it is difficult to create learner-specific activities to help learners’
improve their reading owing to the complicated nature of cognitive, linguistic, and socio-cultural
differences (Alenizi, 2019). However, the model of the activity design can easily be adapted to help
teachers design more activities that utilize the Reading Aloud strategy.
Indian education policy has been reinstated to accommodate two language to three language acquisition
during a learner’s primary and secondary education (NEP 2020). However, the medium of instruction in
higher education largely remains as English, and there is a great need for improving the reading skills by a
first-year college-level learner in the country. The current study is significant in providing an effective
reading strategy that will improve the level of comprehension when utilized. In such a case, ESL teachers
may implement the strategy to impart the reading skill to students. This will raise English proficiency
among undergraduates, in turn improving the employability across the country.
1.2 The Research Problem
Indian students who study English as a second language, face various challenges in the learning
particularly, reading and comprehension. Challenges and hurdles in improving reading skills and
comprehension occur on various levels such as prior knowledge, vocabulary (Gorsuch, 2015), decoding,
fluency (Coyne, 2004). For an ESL student, it is recommended that he / she must hone all the four language
skills (LSRW). The reading skill becomes evident only when the student is able to comprehend the implicit
and explicit meaning of the text. Though the effectiveness of reading strategies are widely accepted, due
to lack of habit formation and proven effectiveness, the age-old practice of reading a text aloud has been
restricted or given less importance after primary education. Reading aloud is not encouraged at the college
level, and this leads to the non-use of one of the effective strategies in helping learners improve their
reading skills. This study addresses this problem by providing a model design to design and develop TBLL
classroom activities.
1.3 The Research Questions
As the study endeavours to design TBLL activity in which the Reading Aloud strategy is incorporated, the
following research questions are needs answering in due course of the study:
1. What are the aspects of the Reading Aloud strategy?
2. What are the aspects of TBLL activity design?
3. How to incorporate the Reading Aloud strategy in a TBLL activity?
4. How to ensure the seamless incorporation of the Reading Aloud strategy into the TBLL activity?
1.4 Aims and Objectives
This study aims at creating a model TBLL activity design that can seamlessly incorporate the Reading
Aloud strategy. It also aims at developing lesson plans to implement TBLL classroom activities to help
learners’ improve their reading and comprehension with the use of the Reading Aloud strategy. The
following are the objectives of the study:
To review literature related to TBLL activity design, Reading for comprehension, and reading aloud
To understand the various aspects of the Reading Aloud strategy
To understand the elements of the TBLL activity design
To create a model, and lesson plans to incorporate the Reading Aloud strategy into TBLL activities
2. Review of literature
2.1 TBLL activity
Task-based Language Learning (TBLL), also known as Task-based Teaching (TBT) and Task-based
Instruction (TBI) is a Communicative Language Teaching (CLT) method in which learners learn language
skills through meaningful tasks such as the communicative tasks they do in real life. TBLL aims at engaging
the learners in meaningful and purposeful communication through making them perform tasks (Ellis,
Skehan, et al. 2019). While learners also performed activities under other methods, the tasks were not
realistic in engaging the natural instinct of the learners to communicate. Scholars wanted to engage learners
in meaning and purposeful communication through real-life situations in which they will engage in
communication. “Prabhu in the ‘Bangalore Project’, thought that tasks were a way of tapping into learners'
natural mechanisms for second-language acquisition, and weren't concerned with real-life communication
per se” (Leaver & Willis 2004, 7).
Task-based Language Learning was popularized by N. S. Prabu during the Bangalore Project, in which he
realized the potential of using meaningful tasks in engaging learners in communication resulting in learning
with comprehension (Harmer 2001). This is an important aspect that would be useful in creating reading
activities that encourage learners to read for comprehension. A task used for the purpose of helping learners
learn the language skills of a language, especially, English as a Second Language should have four main
characteristics in order to be effective in its purpose:
1. A task involves a primary focus on (pragmatic) meaning.
2. A task has some kind of ‘gap’. (Prabhu identified the three main types as information gap, reasoning
gap, and opinion gap.)
3. The participants choose the linguistic resources needed to complete the task.
4. A task has a clearly defined, non-linguistic outcome. (Ellis 2003, 6)
A lesson plan modeled based on TBLL should keep the task at the center of focus. TBLL tasks, in their
weak form, can have preambles and follow-up activities in order to scaffold and reenforce learning. This
is realized in the ‘PTRAP model’ that comprises Pre-task, Task, and Post Tasks viz. reporting, analysing,
and practice (Frost 2020). The PWP model is a commonly used one in ESL courses because it offers
scaffolding which is an important aspect in creating a conducive environment to learning in an ESL
classroom. The use of TBLL in its strong form which leaves the responsibility of creating meaningful
communication to the learners without any teacher support in the beginning or at the end is less commonly
used in ESL (Wills 2007). Therefore, this study would designing the tasks for helping learners improve
their reading skills would follow the PWP model as the learners are ESL students.
2.2 Reading for Comprehension
Graves, Juel, and Graves (1998) define reading comprehension as a complicated process in which readers
have an important role in making meaning from the text through applying existing skills. According to
Ahmadi and Hairul (2012), reading comprehension exists as an important factor in the EFL learning
process and people should pay enough attention to reading at different levels. Ali S. Alghonaim asserts
that “reading comprehension integrated with HoM [Habits of Mind] promotes interaction between students
and reading material, due to which reading objectives in language courses are rejuvenated to develop HoM
skills in reading practices” (Alghonaim, 2020).
Any reading activity should focus on helping students acquire the ability to comprehend what they read.
Comprehension becomes the central objective of reading. Therefore, it is important to look at the factors
that affect the ability to comprehend while reading a written text.
One obvious factor is the linguistic complexity of the text that is used in reading. The difficulty in
recognizing unfamiliar linguistic features such as vocabulary and sentence structure can seriously affect
the learners’ interest in reading. Iqbal et al (2015) in their article “Factors Responsible for Poor English
Reading Comprehension at Secondary Level” explore factors such as poor command of vocabulary, habit
of cramming, and no interest to learn creativity in reading and they suggest motivation as a remedy to
strengthen English reading comprehension among Pakistani students.
Comprehension while reading is also affected by the cultural context of the text which is used for reading:
Patricia Johnson (1981) in her article “Effects on Reading Comprehension of Language Complexity and
Cultural Background of a Text” investigated the effects of the complexity of the English language and the
cultural origin of prose on the reading comprehension of 46 Iranian intermediate/advanced ESL students
at the university level. Through a multivariate analysis of variance, found that the difference in cultural
origin of the story had more effect on the comprehension of the ESL students than the level of syntactic
and semantic complexity.
Another factor that affects the reading ability of students, and the effectiveness in learning to read is the
absence of well-designed activity. Abbas Pourhosein Gilakjani & Narjes Banou Sabouri (2016) in their
review paper “A Study of Factors Affecting EFL Learners’ Reading Comprehension Skill and the
Strategies for Improvement” state that appropriate reading strategies play a vital role in improving EFL
learners’ reading comprehension skill. There is a need for identifying the right strategies in designing
activities that could truly be effective in helping learners improve their reading skills.
Furthermore, there should be standardized and uniformed approach to designing and delivering reading
activities that are focused on comprehension in order to make reading lessons effective. Therefore, there is
a need for designing and developing standardized activity models to help learners improve their reading
skills with the focus on comprehension. Asmat Nighat Barkatullah Shaikh (2016) in his doctoral research
Teaching and evaluation of reading comprehension at the higher secondary level investigated the reading
processes of higher secondary level through a study of their reading comprehension monitoring strategies.
He suggests the need for a uniform pattern of teaching reading among higher secondary students and proper
ELT training for teachers.
2.3 Reading Aloud strategy
The review of related literature of the past shows that some researchers have admitted that individuals can
gain more information when reading silently than in a loud way (Pinter, 1913; Mead, 1915, 1917; Jones &
Lockhart, 1919). On the other hand, researchers like Duffy & Durrell (1935) Collins (1961), Rowell, 1976,
Kragler (1995) Swalm (1973) prove their hypothesis that loud reading enables the reader to comprehend
more.
One of the criticisms posed against using reading aloud strategy as a viable teaching technique is that it
would affect the reading speed and thereby the ability to comprehend the text. Howver, research has proven
that reading speed and comprehension are not related and the speed do not in any way affect the level of
comprehension. Ramya P (2009) in her doctoral research titled Impact of reading speed on the
comprehension in English of secondary school students records that the reading practices inside the
classroom setting are less in number and ineffective in nature upon studying the differences and relation
between reading speed and comprehension among school students.
Reading Aloud strategy engages the students to conduct reading explicitly. There is a conscious effort on
the part of the reader and the listener during the reading activity. Research shows that such explicit reading
activities where the learners are aware of the reading process can have a positive impact on their improving
of reading skills. Milaghardan Ramin Hosseinpur (2016) in his Doctoral research Explicit teaching of
comprehension strategies for improving reading comprehension skills and motivation of intermediate EFL
students in Gilan province in Iran: An intervention study, analysed whether a constructive approach to
teach reading comprehension explicitly would enhance autonomy in reading. The research concludes that
the explicit teaching of reading strategies was impactful and credible on Iranian EFL.
The use of reading aloud strategy should also take into account the various components involved in the
reading activity. Any design of a reading activity should therefore, consider the various components of
reading in order to create effective activities. Ambily S (2018) indicates that “the Strategy based on a
Componential Approach is significantly more effective than the Activity Oriented Method of Instruction
enhancing the Components of Reading Comprehension in English of Secondary School Students, viz.
Literal Comprehension, Interpretive Comprehension, and Critical Comprehension” in her doctoral research
titled Effectiveness of a strategy based on a componential approach on reading comprehension in English
and critical thinking among secondary school students. There is only a limited number of research attempts
in identifying or designing effective activities using Reading Aloud strategy, even though there are positive
results in using reading aloud stories activity at the primary level (Colins, 2010; Elley & Mangubhai, 1983;
Feitelson, Goldstein, Iraqi, & Share,1993).
Research in the use of Reading Aloud strategy for helping learners improve their comprehension through
reading has shown positive impact in classroom settings for ESL students: Reading aloud provides
motivation to learners in performing the act of reading in front of peers (Pegg & Bartelheim, 2011;
Teale,1984). Reading aloud also helps in vocabulary acquisition, especially in pronunciation, (Elley, 1989;
Swanson et al., 2011). Reading aloud by one learner becomes an opportunity for other learners to improve
their listening comprehension (Dickinson St Smith, 1994; Swanson et al., 2011). It also helps in developing
decontextualized language (Dickinson & Snow, 1987).
The review of literature related to the various aspects of this study reveals the following realities: several
factors affect the level of comprehension while learners are engaged in reading including linguistic
complexity, cultural background, standard model, and appropriate strategy. All the factors should be
considered during the design of a reading activity. Reading should be focused on comprehension, and
therefore that should be the objective of any reading activity. Reading aloud is a viable strategy in designing
reading activities that can be helpful to learners in improving their reading skills.
3. Method
This study has employed the observational method of research based on review of related literature.
Furthermore, the study also uses initial steps involved in Research and Development method with which
activity designing is carried out based on established models of activities. Reflexive methodology
resonating the key aspect of action research is also employed in validating the activity design and sample
activity arrived at the end of this study. Based on the review of literature, an activity model will be proposed
that focuses on all the important aspects of reading for comprehension and reading aloud strategy. The
model will also be realized through a sample of classroom activity based on TBLL.
4. PWP model in Activity Design
The activity design proposed in this study will follow the PWP (Pre-task, while task, and post task) model
as it is a common model used in activity design for ESL courses. Kara, Homsa, and Ngo (2012) successfully
used this model in their RAP (Reading Aloud Project) with a large set of teacher trainees in their research
to help bilingual ESL students improve their reading skills. The activity design will have three sections:
the first section will precede the main section and would be the pre-task. The third section will follow the
main section which will be the post task focused on reenforcing the learning. The main task will be the
second section which will focus on reading aloud activity.
4.1 Pre-task
The pre-task will focus on creating the right foundation for the main task – reading aloud. The pre-task
activity would provide the right scaffolding for allowing the learner to familiarize the context of the content
of the text to be read. Pre-task activity will focus on the following:
1. It will provide the appropriate foundation to the vocabulary and complex linguistic element if present in
the text to be read.
2. It will provide clear cultural background to the text and its context if necessary.
3. It will introduce specific language elements employed in the text to be read, if the elements are
considered to be necessary for a clear comprehension of the text (Frost 2020).
4.2 While Task
The while task is the main task that asks the students to engage in reading aloud activity. This task will be
focused on Integrated-Skills approach, where, students will read aloud, listen to the reading, and write or
speak to construct meaningful and real-time communication. The following are the main aspects of the
while task:
1. Reading aloud a text is the primary focus. As TBT activities are mostly group activities, each member
of the group will get an opportunity to read aloud a particular part of the text.
2. Listening skills will take the second focus, as it complements reading aloud.
3. Other language skills viz. writing and speaking will also be integrated into the task in order to provide a
real-life communication exposure to the learners.
4.3 Post Tasks
The post tasks will focus on reenforcing the reading activity. It will also focus primarily on reading but
will not be specific in reading aloud or reading silently. However, the focus of the post task will be to
provide specific practice in learnt elements such as pronunciation, sentence structures, vocabulary, etc. the
post task will focus on the following:
1. It will be primarily reinforcement through practice.
2. It will focus on language elements
3. It will facilitate retention of important and necessary knowledge to enable the learner to move to the next
level.
4. It will enable the students to create new language expressions and use.
5. The Activity Design
The activity design is in the form of a lesson plan. It will inculcate the main features of TBLL
characteristics. It will have three segments, corresponding to the PWP model. It will be suitable for
delivering in one class-hour time i.e. sixty minutes, or it will provide the flexibility to extend the activity
across three class sessions. The following table provides details about the activity design:
Table 1 – Activity Design
Segment Activities Objectives Nature of activity Skills focused

Pre-tasks MCQ on Introducing new Scaffolding; individual Vocabulary
Vocabulary vocabulary essential for activity
comprehension while
reading
Brain storming on Introducing the theme of Contextualizing; Speaking and
the topic of the text the reading text; providing foundation; listening
to be read familiarizing with group work
cultural aspects
Watching Introducing the theme of Contextualizing; Listening
audiovisual content the reading text; providing foundation;
relating to the topic familiarizing with group work
cultural aspects
Vocabulary games Introducing new scaffolding; pair work; Vocabulary
vocabulary essential for group work
comprehension while
reading
While Information gap Encouraging learners to Read aloud; group/pair Reading;
task activity read for comprehension activity listening;
writing
Information sharing Reading to comprehend Reding aloud; pair Reading;
work listening
Jigsaw puzzles reading for Read aloud; pair Reading;
comprehension activity listening
Post task Summarizing; note Reformatting content Communication; Reading;
making; mind into other individual work speaking;
mapping communication formats writing
MCQ on content, Highlighting language Reenforcing; Language
vocabulary, and elements individual work elements
language elements
Creative activity: Retention and re-use of Reinforcement; pair Reading;

conversation; language elements work; group work speaking;
debate; interview; listening;
skid writing
The above table provides a generalized structure to the design of the classroom activity to further develop
the lesson plans based on it. As mentioned in the table, the activity design has three parts, and all the
segments focus on providing an integrated skillset enhancement to the learner with special focus on reading
through reading aloud. This activity model is significant in many levels: it incorporates the reading aloud
strategy. It also includes elements of integrated skills strategy. The activity design also addresses the aspect
of variety in the nature of tasks including individual, pair, and group tasks. The following are the lesson
plan developed based on the activity model: they focus on the use of the Reading Aloud strategy to help
learners improve their reading skills. The lesson plan closely follows the model provided by Frost (2020)
in the teaching English web site of the British Council.
6. Sample Lesson Plan – Plan a Trip (based on Information Gap Activity)
This activity focuses on providing a real-life experience to students in reading and comprehending written
content related to the domain of tourism. Majority of the material related to the tourism industry is in
written text, in the form of brochures, pamphlets, web sites, and even the travel itinerary and the
information on transport are primarily in written form. This activity focuses on helping students improve
their reading of written materials on tourism and travel.
6.1 Aims
To expose learners to the language elements used in the domain of tourism and travel
To provide help students improve their comprehension through reading authentic materials related to the
field
To help students develop life skills viz. planning for a picnic
To help students improve their language skills
To help students develop social skills by working in a team
6.2 Target students
ESL students presently pursuing their undergraduate courses in colleges or universities in the state of Tamil
Nadu, India. These students belong to the upper intermediate and advanced level ESL proficiency, having
completed twelve years of ESL education as part of their schooling. These students have completed their
Higher Secondary level examination including their English as a Second Language course at the same
level. Even though these students possess adequate competence, they seriously lack the skills to effectively
communicate in English.
6.3 Duration of the activity
Sixty minutes of class time, or the duration can be extended to three class hours of sixty minutes each for
the three sessions of the activity. The following table shows an approximate time division to conduct the
various stages of the activity:
S. No. Activity Duration

1. Introduction/orientation 5 min
2. Pre-task 10 min
3. while task 20 min
4. Post task 10 min
5. Concluding remarks 5 min
Total 60 min
6.4 Materials required
The following materials should be provided to each group of students in sets:
1. Several brochures of tourism packages to a particular destination
2. Timetables for transportation to the destination
3. Brochures of hotels for accommodation
4. Writing materials
6.5 Class structure
The class of students can be divided into groups of four or five as per the strength of the class. Each group
is to sit in a circle, each one taking turns to read aloud the given materials, while others in the group make
notes, write their thoughts etc.
6.6 Procedure
6.6.1 Instruction
The teacher should introduce the objective of the task that is to be performed by the students – ‘planning
an itinerary and budget estimation for a picnic to a popular tourist destination. The teacher should clearly
instruct the students about the role and responsibility of each member in the group. The students can then
ask questions to clarify their doubts. The teacher will then distribute the materials necessary for conducting
the pre-task activity. It is important that the teacher provides materials only when needed in order to avoid
confusion and unnecessary distraction.
6.6.2 Pre-task – brain Storming
The teacher should ask the students to talk about their last picnic experience. She should encourage the
students to come up with five things that they remember from the last picnic. The teacher should ask the
students to enter the five vocabulary items that refer to their memory about the picnic. The teacher can also
provide prompts to introduce new vocabulary related to the task on hand. The teacher can also ask a few
students to narrate their picnic experience.
6.6.3 While Task – Reading Aloud to create an Itinerary
Each group should be given a set of materials necessary to create the itinerary. Each member should receive
one material, for instance, one should receive a brochure of tourist attractions, the other should receive the
transport facility, and the third should receive a list of questions that would aid them in preparing the
itinerary, etc. as the student with the questions read each question aloud, the students in the group should
first identity the appropriate material, and the student who has it should read aloud while others listen to
make notes, and to add information to creating the itinerary. All the students should then join together,
discuss, and prepare the itinerary.
6.6.4 Post Task (presentation)
After the completion of the task, the students should be asked to present their itinerary to the rest of the
class. Students shall be encouraged to ask questions to get more details about the itinerary. At the end of
the class, they should discuss all the itineraries to choose the best one. The teacher can reinforce the
language elements learnt during the task orally. Each itinerary should be read aloud by the students, while
the rest of the class listens to it. This will ensure that reading aloud happens even during the post task. The
teacher shall provide concluding remarks after the post task.
7. Limitation of the study
The scope of the study is limited to a research paper, and therefore, it focuses only on designing a classroom
activity. However, there is enough scope for conducting a full-scale research in designing and developing
a considerable set of activities that can focus on providing a comprehensive module for helping learners
improve their reading skills. Furthermore, the implementation can be done through action research in order
to determine the effectiveness of such activities based on the TBT method, and the Reading Aloud strategy.
8. Conclusion
TBT method and the procedure to implement classroom activities based on the method provides adequate
space for incorporating the Reading Aloud strategy. This shows the possibility of designing and developing
activities to help learners improve their reading skills at the college level. This is also focused on the ESL
students of India, and as such, this research can form a basis for further research into exploring the efficacy
of adopting the Reading Aloud strategy in designing and implement modules on improving reading skills.
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Designing TBLL Classroom Activities incorporating the Reading Aloud

Article · March 2022

Dinesh Kumar Ganesan

The user has requested enhancement of the downloaded file.

Designing TBLL Classroom Activities

1.1 Significance of the Study

1.2 The Research Problem

1.3 The Research Questions

1. What are the aspects of the Reading Aloud strategy?

2. What are the aspects of TBLL activity design?

3. How to incorporate the Reading Aloud strategy in a TBLL activity?

1.4 Aims and Objectives

To understand the various aspects of the Reading Aloud strategy

To understand the elements of the TBLL activity design

2.1 TBLL activity

1. A task involves a primary focus on (pragmatic) meaning.

4. A task has a clearly defined, non-linguistic outcome. (Ellis 2003, 6)

2.2 Reading for Comprehension

2.3 Reading Aloud strategy

4. PWP model in Activity Design

4.2 While Task

4.3 Post Tasks

1. It will be primarily reinforcement through practice.

2. It will focus on language elements

5. The Activity Design

Table 1 – Activity Design

Segment Activities Objectives Nature of activity Skills focused

Creative activity: Retention and re-use of Reinforcement; pair Reading;

6. Sample Lesson Plan – Plan a Trip (based on Information Gap Activity)

To help students develop life skills viz. planning for a picnic

To help students improve their language skills

To help students develop social skills by working in a team

6.2 Target students

6.3 Duration of the activity

S. No. Activity Duration

6.4 Materials required

The following materials should be provided to each group of students in sets:

1. Several brochures of tourism packages to a particular destination

2. Timetables for transportation to the destination

3. Brochures of hotels for accommodation

6.5 Class structure

6.6.2 Pre-task – brain Storming

6.6.3 While Task – Reading Aloud to create an Itinerary

6.6.4 Post Task (presentation)

7. Limitation of the study

Ambily, S. (2018). Effectiveness of a strategy based on a componential approach on reading

Colins, M. F. (2010). ELL preschoolers’ English vocabulary acquisition from storybook

Johnson, P. (1982). Effect on reading comprehension of building background knowledge. TESOL

National Education Policy 2020. Government of India

Wills, Jane. (2007). A Framework for Task-Based Learning. Longman.

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