Teaching EFL/ESL Reading: A Task Based Approach Course

Editorial Take

The University of London’s course on Teaching EFL/ESL Reading: A Task Based Approach fills a critical gap in professional teacher development by focusing specifically on reading—a skill often overshadowed by speaking and listening in communicative language teaching. With increasing demand for evidence-based, student-centered methodologies, this course equips educators with practical tools rooted in Task-Based Language Teaching (TBLT), making it highly relevant for modern ESL/EFL classrooms.

Standout Strengths

• Research-Backed Framework: The course is built on well-established TBLT principles from leading scholars like David Nunan and Martin Bygate. It clearly explains how tasks differ from traditional exercises and why they enhance language acquisition through meaningful use.
• Practical Task Design: Learners gain hands-on experience in structuring pre-task, during-task, and post-task phases. This scaffolded approach helps teachers create reading activities that build comprehension while promoting critical thinking and collaboration.
• Authentic Reading Contexts: Emphasis is placed on real-world reading purposes—such as skimming for information or analyzing tone—which helps bridge the gap between classroom learning and practical language use outside academic settings.
• Curriculum Integration: The course supports teachers in aligning reading tasks with broader curriculum goals, ensuring that language instruction remains cohesive and purpose-driven across skill areas.
• Reflective Teaching Practice: Modules encourage self-assessment and adaptation of materials, fostering a mindset of continuous improvement. This reflective component enhances long-term teaching effectiveness beyond isolated lesson planning.
• Global Relevance: Designed with international contexts in mind, the course addresses diverse learner needs and classroom environments, making it suitable for both native and non-native English-speaking countries.

Honest Limitations

• Limited Beginner Support: While the course targets intermediate and advanced learners, it offers minimal guidance for adapting tasks to low-proficiency readers. Teachers working with true beginners may need to supplement with additional resources.
• Few Video Demonstrations: Despite its practical focus, the course lacks classroom video examples showing TBLT in action. Visual learners and those new to task-based methods may find this absence limiting.
• Assumed Prior Knowledge: The course presumes familiarity with basic language teaching concepts, which might challenge absolute newcomers. A foundational primer would improve accessibility for less experienced educators.
• Narrow Assessment Focus: Feedback mechanisms and formal assessment of reading tasks are underdeveloped. More attention to rubrics, peer review, and formative evaluation would strengthen implementation.

How to Get the Most Out of It

• Study cadence: Aim for 3–4 hours per week to fully engage with readings and assignments. Consistent pacing ensures deeper understanding of task design principles and their application.
• Parallel project: Develop a sample reading unit throughout the course. Applying each module’s insights to an actual lesson plan reinforces learning and results in a usable classroom resource.
• Note-taking: Use a structured template to capture task components (objective, input text, activity type, expected output). This builds a personal reference bank for future teaching.
• Community: Participate actively in discussion forums. Sharing task ideas with peers provides valuable feedback and expands your repertoire of classroom strategies.
• Practice: Pilot one task per week in your current teaching context, even informally. Real-world testing reveals what works and deepens your grasp of TBLT dynamics.
• Consistency: Complete all peer-reviewed assignments on time. Regular submission keeps you on track and exposes you to diverse teaching perspectives through peer evaluation.

Supplementary Resources

• Book: 'Task-Based Language Teaching' by David Nunan offers deeper theoretical grounding and classroom examples that complement the course content effectively.
• Tool: Canva or Google Docs can be used to design visually engaging reading tasks and handouts based on the principles taught in the course.
• Follow-up: Enroll in related courses on speaking or writing within the same specialization to build a comprehensive TBLT-based curriculum.
• Reference: The British Council’s TeachingEnglish website provides free lesson plans and research articles that align well with task-based reading instruction.

Common Pitfalls

• Pitfall: Mistaking any activity for a 'task.' True TBLT tasks require a clear outcome beyond language practice—ensure tasks have a non-linguistic goal like solving a problem or making a decision.
• Pitfall: Over-scaffolding reading tasks. While support is important, excessive guidance can reduce cognitive engagement. Balance assistance with opportunities for independent thinking.
• Pitfall: Ignoring post-task reflection. This phase is crucial for language focus and consolidation. Always include opportunities for error correction, vocabulary expansion, and discussion of strategies.

Time & Money ROI

• Time: At approximately 9 weeks with 3–4 hours weekly, the time investment is reasonable for the depth of pedagogical training provided, especially for working teachers.
• Cost-to-value: The paid certificate offers tangible value for professional development, though auditing is free. The practical return justifies the fee for most educators seeking advancement.
• Certificate: While not industry-recognized like a TEFL, the credential from the University of London adds credibility to teaching portfolios and LinkedIn profiles.
• Alternative: Free TBLT webinars exist, but none offer the structured, university-backed curriculum and peer interaction this course provides.

Editorial Verdict

This course stands out as a thoughtful, well-structured resource for ESL/EFL professionals aiming to modernize their reading instruction. By grounding task design in real communicative purposes, it moves beyond rote comprehension exercises to foster authentic language use. The integration of theory and practice is particularly strong, offering clear pathways from concept to classroom application. For mid-career teachers or those pursuing post-CELTA development, this course delivers meaningful upgrades to instructional skill sets.

That said, beginners in the field may struggle without prior exposure to language teaching methodologies. Future iterations could benefit from introductory primers and more multimedia content. Still, the course’s strengths—especially its focus on practical task creation and reflective practice—far outweigh its limitations. We recommend it for educators committed to student-centered, research-informed teaching. Whether you're updating your curriculum or preparing for international teaching roles, this course offers valuable, actionable insights that translate directly into improved classroom outcomes.