| dc.description.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. | en_US |
