Task-based reading activities as a methodology for children

Abstract

The research explores Task-Based Reading Activities (TBRA) as an effective methodology to enhance children’s reading skills in English. The study focuses on how TBRA might include students in meaningful, interactive exercises that improve their motivation, involvement, and comprehension by engaging them in significant, interactive tasks. A qualitative method with a phenomenological framework was applied, using interviews and open-ended questionnaires conducted at English Teachers from various educational institutions in the of Santa Elena. The Findings demonstrate that task-based reading increases student engagement, enhances critical thinking, and motivates them to engage with texts in authentic settings. In addition, the research emphasizes how adaptable this system is to various learning styles and skills levels.