Using TBLT to Address Reading Anxiety in Senior High EFL Students

Abstract

This one-month best practice addressed high reading anxiety and low engagement among Matayom 6 students at Kuwait Pittayapat School, Thailand. Utilizing Task-Based Language Teaching (TBLT), this study aimed to transition students from traditional rote- learning to meaningful communication. The methodology employed Willis’s TBLT framework, incorporating guided reading, collaborative dialogues, and photo-based storytelling. Results indicated observable changes in students’ classroom behaviour, as participants demonstrated greater participation and a higher willingness to engage with English texts without relying solely on digital assistance. Classroom observations further showed that students who initially hesitated to read English texts and relied heavily on translation assistance gradually became more comfortable participating in collaborative reading activities and discussing text meaning with their peers. Consequently, this practice illustrates how TBLT can serve as an alternative to textbook-centered instruction in EFL classrooms by encouraging learner participation and confidence within a limited timeframe. These observations suggest that integrating collaborative tasks may help create a more supportive learning environment for students who experience difficulties when engaging with English texts.