Task-Based Reading Course for EFL Teacher Trainees with Different Experiential Learning Styles: A Transformative Orientation

Abstract

Teacher education programs are ought to deal with the issue of language proficiency. Moreover, finding appropriate framework to help prospective teachers with different learning styles to transform the acquired knowledge and skills into actual teaching practice is highly promising. Task Based Instruction (TBI) might pave the way for such transformative learning. This study attempted to testify this hypothesis. To this end, among 105 available EFL teacher trainees, who were instructed through the TBI, 76 trainees in four experiential learning styles (n = 19), were selected for further analysis. There was no control group in this study. The trainees were first selected through convenience sampling; they were then administered to experiential learning style inventory. Through a mixed-method design, the TBI and experiential learning style effects on trainees' reading skills and transformation of the acquired skills were examined. A wide range of qualitative and quantitative instruments were implemented in this study. The results of the questionnaires, tests and observation checklist were analyzed quantitatively. For interview results, both quantitative (percentages) and qualitative analysis were employed. The results demonstrated that the TBI had a significant effect on trainees' reading skills; the transformation was also observed. However, no significant effect of experiential learning styles was observed. At the end, some recommendations are provided.