TASK ACTIVITIES TO ENHANCE READING
ALOUD IN ENGLISH IN STUDENTS FROM
8TH GRADE, SAN PABLO, HEREDIA
ACTIVIDADES BASADAS EN TAREAS PARA POTENCIAR LA
LECTURA EN VOZ ALTA EN INGLES EN ESTUDIANTES DE
OCTAVO GRADO DE COLEGIO. 2023
Karla Avalos Charpentier
Universidad Hispanoamericana, Costa Rica
Francisco Chavarría Oviedo
Universidad Hispanoamericana, Costa Rica
pág. 657
DOI: https://doi.org/10.37811/cl_rcm.v8i5.13385
Task Activities to Enhance Reading Aloud in English in Students From
8th Grade, San Pablo, Heredia
Karla Avalos Charpentier
1
kavalos@uh.ac.cr
https://orcid.org/0000-0001-5028-082X
Universidad Hispanoamericana
Costa Rica
Francisco Chavarría Oviedo
francisco.chavarria.oviedo@una.cr
https://orcid.org/0000-0001-9662-6902
Universidad Nacional de Costa Rica
Costa Rica
ABSTRACT
This research focuses on eight grade students from the Mario Vindas high school, a public high from
the Ministry of Education in Costa Rica. The research will explore some task-based activities for
students that enhance the reading aloud participation in the English class and therefore, the development
of the reading skill. Also, the research discusses the reasons behind the lack of interest in students when
participating in reading aloud activities.
Key words: EFL, task-based, activities, reading, aloud
1
Autor principal
Correspondencia: kavalos@uh.ac.cr
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Actividades Basadas en Tareas para Potenciar la Lectura en Voz Alta en
Ingles en Estudiantes de Octavo Grado de Colegio. 2023
RESUMEN
Esta investigación se centra en estudiantes de octavo grado del colegio Mario Vindas, Liceo público del
Ministerio de Educación de Costa Rica. La investigación explorará algunas actividades basadas en
tareas para los estudiantes potencien la participación de la lectura en voz alta en la clase de inglés y, por
lo tanto, el desarrollo de la habilidad de lectura. Además, la investigación discute las razones detrás de
la falta de interés de los estudiantes al participar en actividades de lectura en voz alta.
Palabras clave: EFL, basado en tareas, actividades, lectura, en voz alta
Artículo recibido 10 agosto 2024
Aceptado para publicación: 16 setiembre 2024
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INTRODUCTION
The endeavor to acquire proficiency in a new language is a multifaceted and intellectually demanding
pursuit, characterized by the nuanced interplay of linguistic structures, cultural contexts, and cognitive
processes. In language acquisition, the act of reading emerges as a linchpin, a pivotal activity that
underscores the multifarious dimensions of linguistic competence and cultural perception. This
academic exploration embarks on a comprehensive examination of the profound significance of reading
within the framework of acquiring a new language, endeavoring to elucidate the cognitive, linguistic,
and socio-cultural mechanisms by which reading exerts its transformative influence. In fact, it can be
significant to explore the reasons why teenage students do not like reading; especially reading aloud.
According to Lee (2023): “Many students dislike reading aloud because they lack confidence in their
abilities, but it’s never too late to improve fluency.” Therefore, there are reasons why students do not
do this too often may vary or be similar between students.
In the realm of language acquisition, reading stands as a bridge between the theoretical constructs of
language, as expounded in grammar textbooks, and the living, dynamic communication that transpires
in real-world contexts. It is a mechanism through which learners encounter vocabulary, idiomatic
expressions, and syntactic structures in their natural habitat the written word. According to Dong (2019):
“Reading, even at a slow pace exposes students to more sentences, grammar, and new vocabulary per
minute than the average, short class, TV show, or song.” Consequently, this engagement with written
language contributes significantly to the enrichment of one's lexicon, offering exposure to a broader
spectrum of vocabulary, collocations, and registers than traditional classroom settings might provide.
Furthermore, the act of reading in a foreign language demands the development of essential skills such
as inference-making, context extraction, and comprehension. These cognitive processes are
instrumental not only in interpreting the immediate textual content but also in developing the broader
capacity for critical thinking and analytical reasoning.
As people embark on this scholarly inquiry, it becomes evident that reading is not merely a
complementary skill but an integral and transformative facet of language acquisition. According to
Bostock (2023), “Reading English is an important part of language learning because it helps you develop
other related skills like grammar, vocabulary, and writing. Reading allows language learners to explore
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topics that they love and stories that engage them.” Its pivotal role is to overlook an effective instrument
that facilitates linguistic proficiency, nurtures cognitive dexterity, and cultivates intercultural
understanding. This comprehensive exploration pretends to underscore the imperative nature of reading
in class in the pursuit of linguistic improvement and the learning and development of the target
language.
Justification
This research aims to address a crucial aspect of language development among 8th-grade students in
San Pablo, Heredia. This research is pivotal because reading aloud is something many students do not
usually develop or like; therefore, it important to focus on this since it is a fundamental skill in language
acquisition and proficiency, especially in the context of learning a second language or a foreign
language like English. As the global importance of English proficiency increases, empowering students
with effective reading skills becomes crucial. Focusing on 8th-grade students is important as they are
at a critical stage in their language development. The research seeks to introduce and explore task-based
activities that may offer innovative and engaging methods for enhancing reading aloud. This could
contribute significantly to the pedagogical strategies used by teachers in the region and beyond,
allowing for a more effective and enjoyable learning experience. Improving reading aloud skills could
potentially lead to enhanced academic performance, comprehension, and communication abilities
among the students. This improvement can have a positive impact on their overall educational
experience. In conclusion, this research title signifies a well-targeted, contextually relevant, and
potentially impactful study. Its outcomes have the potential to not only benefit the students in San Pablo,
Heredia, but also contribute to the broader discourse on language learning strategies and methodologies,
offering valuable insights for educators worldwide.
Theoretical Framework
Historical Context
Background of the organization or community.
According to the webpage bibliomavisa.blogspot (n.d), the idea to create a secondary school in San
Pablo de Heredia originated in 1971, led by Lic. Edwin León Villalobos. Municipal discussions and
collaborations facilitated the acquisition of land and the formation of the school. With the help of key
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figures like Edwin León Villalobos and Mario Vindas Salazar, the school opened in 1972, initially
functioning alongside an existing school.
Recognizing the need for separate facilities due to the growing student population, efforts began in 1973
to acquire land for a new building. By 1982, the school moved to a new location, inaugurating its
premises with a different name to honor the founding director, Mario Vindas Salazar, after his passing
in 1984.
Today Mario Vindas high school offers media and diversified education in a daily modality. There are
around nine hundred students enrolled from 7
th
grade to 11
th
grade. According to Campos (2012) its
mission is to orient and create integral humans with values and in a good environment that provides
students opportunities of inclusion where they can express and be themselves. Its vision is to be a
regional and nationally prestigious institution that provides students with new technologies and tools to
develop in a very demanding world.
Definition of reading and reading-aloud
Based on the Cambridge dictionary, reading refers to: “the action or skill of reading written or printed
matter silently or aloud.” On the other hand, according to Leipzig (n.d), reading in education is defined
as: “Reading is a multifaceted process involving word recognition, comprehension, fluency, and
motivation.”
Reading aloud is defined according to the Collins as “When you say something, read, or laugh aloud,
you speak or laugh so that other people can hear you.” For the purpose of this research, the researcher
will focus on activities that help students lose the fear of r
Therefore, reading and reading aloud are distinct activities that engage different aspects of language
processing. When one reads silently, the focus is on internalizing and comprehending the content
through visual recognition of words and their meanings. In this way, readers take the test in a more
private and introspective experience, enabling the reader to read at their own pace. On the other hand,
reading aloud involves the vocalization of written words, bringing an auditory dimension to the process.
This activity requires the reader to not only recognize the words but also articulate them, emphasizing
pronunciation and intonation. Reading aloud promotes a more communal experience, as it allows for
the shared enjoyment of literature and facilitates the communication of ideas. While both forms of
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reading contribute to literacy skills, they offer unique benefits and cater to different preferences in
learning and communication styles reading aloud in the English class.
Reading aloud comprehension.
Reading aloud implies more than just saying the words aloud, it requires compression on what is being
read. Developing comprehension in students should then be very important when developing reading
activities in class. As stated by Zimmerman and Hutchins (2003. Pag.1): “Reading comprehension is
the ability to read text, process it and understand its meaning.” Therefore, reading aloud will also bring
a benefit to students regarding understanding what they read or what others read.
Also, according to Gold & Gibson (n.d) “Reading aloud demonstrates the relationship between the
printed word and meaning – children understand that print tells a story or conveys information – and
invites the listener into a conversation with the author.”
Factors that affect the participation in reading aloud activities
Reading aloud may be an activity many students do not like or are afraid of doing in class. According
to Lee (2023): “Many students dislike reading aloud because they lack confidence in their abilities, but
it’s never too late to improve fluency. There are some common factors that affect the participation of
students in reading aloud activities. Some of these factors are:
Shame: based on Lee, “Reading-related shame is omnipresent in the classroom. Students feel it as they
laboriously read, and teachers feel it when we hear them read. Therefore, students don’t read aloud
anymore.” Feeling embarrassed can be a situation teachers may perceive in students.
Motivation. As stated by Silva (2020): “Motivation is the state that can maintain students’ attention and
behavior as well as provides with more energy to needed to lead tasks to completion.” If teachers do
not motivate students to participate, they will not feel like this is good for them; therefore, motivation
is a very important aspect in students ‘participation in class.
Fluency. If students do not practice reading too often, they may present some problems with fluency.
According to Laberge and Samuel (1974): “the lack of reading fluency comes from not being able to
decode words properly.”
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Task based approach
The task-based approach to learning is a powerful educational strategy that emphasizes practical
application over rote memorization. As John Dewey wisely stated, “Education is not preparation for
life; education is life itself.” This mindset perfectly complements the task-based method, wherein
learners participate actively in practical, real-world activities to cultivate a more profound grasp of
concepts and skills. Engaging in tasks that replicate genuine scenarios allows individuals not only to
gain knowledge but also to cultivate crucial critical thinking and problem-solving skills necessary for
success in diverse aspects of life. Embracing the task-based approach signifies adopting a
comprehensive and dynamic educational approach that readies individuals not only for exams but also
for the various challenges and opportunities that life may bring. According to Hong-qin (2007) “In a
task-based teaching class, the teacher design tasks from different angles and different forms, which
evoke students’ interest, and organize lessons in such a way that students can carry out the reading tasks
with quality and efficiency.”
In this research, the reading tasks are considered as classwork activities that give students autonomy
and the opportunity to practice the target language in a natural and in a meaningful way. “Task is in an
activity that engages students, involves the use of target language communicatively which reflects to
real-world activity” (Sukma, et.al.,2018). The students will be exposed to activities that reinforce the
reading aloud skill and the development of the language.
Activities to enhance reading aloud.
Reading is a skill difficult to practice because teachers need to be very careful in the selection of
activities for the students. According to Sloan (n.d. parr. 3), some activities students can develop in class
are:
- Taking turns. Asking students not to read a long or a whole text is important. Ask students to just a
short sentence at a time.
- Reading and acting. One student reads aloud and another acts as conductor.
- Roleplay the reading. Students act as the person in the reading or the situation given.
- Writing on the board or clap out. Students try to read a phrase correctly and use claps to understand
the pronunciation and written form.
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- Students engage in a competition where they demonstrate their ability to read a passage aloud.
- Students take turns reading aloud while embodying various adverbs suggested by their peers, like
nervously, sadly, angrily, and more.
These activities can be implemented in any moment of the English class and with any topic. The most
important thing here is to know the population and the type of activities that are more suitable for them.
By providing these activities, teachers can make sure students will learn in a meaningful way and have
fun at the same time.
Motivation when reading aloud
Motivation plays a pivotal role in the development of reading aloud, serving as the driving force that
propels individuals to engage with written material in a vocal and expressive manner. Reading aloud
requires a consistent and constant dose of motivation. As Hawthorne (2021) says, “Motivated students
are much more likely to achieve their potential and find success.” When individuals are motivated,
whether by a genuine interest in the content, a desire for self-improvement, or the joy of sharing a story,
their enthusiasm becomes a catalyst for effective oral communication. Motivation transforms the
reading process into an animated and dynamic experience, fostering not only improved pronunciation
and fluency but also a deeper connection with the material.
Benefits of reading aloud
According to Duncan (2022) there are some benefits of reading aloud that are:
1. Children's ability to comprehend spoken language often surpasses their reading comprehension.
Reading aloud facilitates access to complex ideas, introduces new vocabulary, and exposes them to
language patterns not commonly found in everyday speech. This, in turn, aids in their independent
reading by enhancing their understanding of book structures. Read-alouds also grant children access to
information and experiences, even if they haven't mastered all written words. Vooks provides an
additional advantage by offering read-along text, bridging the gap between the written and spoken word.
2. Reading aloud ensures that captivating books are accessible to readers of all ages, contributing to
their development as proficient readers. Listening to a skilled reading of a captivating book, whether
young or old, fosters a lifelong appreciation for literature.
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3. Exposure to a diverse range of stories and books allows children to identify with various characters,
cultures, communities, and issues depicted in literature. Books become a mirror reflecting both shared
and unique fears, interests, and concerns. Children connect real-life experiences to understand books,
and books, in turn, help them comprehend real life. Choosing books with rich language, meaningful
plots, compelling characters, and engaging illustrations encourages children to connect unfamiliar texts
with their existing knowledge.
4. Modeling serves as a catalyst for children to develop the habits and strategies employed by proficient
readers. Observing and imitating fluent readers' thought processes and problem-solving techniques
during reading make the seemingly invisible act of reading visible.
5. Reading aloud contributes to vocabulary development. The quantity of words children hear during
their preschool years predicts their understanding and quick acquisition of new words in kindergarten.
This trend continues through the third grade, where early language competence correlates with language
and reading comprehension. Children exposed to conversation and read-aloud, rich in sophisticated
words and sentence structures, tend to have larger vocabulary, providing them an advantage in the
classroom.
6. Reading aloud nurtures social and emotional growth. Storytime provides a constructive approach to
discussing challenging topics, offering a platform to explore characters' choices rather than lecturing
about real-life experiences.
METHODOLOGICAL
The purpose of this research is to implement task activities that will help students developing reading
aloud. The micro framework focuses on applying task activities that will help students reading aloud
and feeling well when doing it at Mario Vindas High school. It emphasizes a qualitative approach that
studies the students’ participation and reaction to several activities proposed in the English classroom.
The aim is to gain in-depth insights into the phenomenon and explore the complexities involved.
Data Selection: Techniques and Instruments for Data Collection
Student´s questionnaire: The researcher may share an online questionnaire to students to know their
perspective regarding the English class and the development of reading aloud tasks as part of the
activities.
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Observation instrument: The researcher may use a chart to record observations of the reaction and
participation of students in the different reading aloud task activities proposed.
Activities to implement in the English class.
The activities that will be implemented in the English class are the ones proposed by Sloan(n.d. parr. 3)
1. Reading and acting. One student reads aloud, and some other students act based on what they hear.
2. Taking turns to read. The teacher divides the reading in short paragraphs or phrases and give them
to the students with numbers. Students read the passage they have in chronological order starting
from 1.
3. Roleplay the conversation. The teacher divides the group in pairs, and they read their part
meanwhile they roleplay and use the correct intonation and pronunciation.
4. Reading aloud with emotions. Students take turns reading aloud while embodying various adverbs
suggested by their peers, like nervously, sadly, angrily, and more.
5. Writing on the board or clapping out. The teacher writes a text on the boar and students try to read
a phrase correctly and use claps to understand the pronunciation and written form.
Data Analysis
The following information is taken from the analysis of the questionnaire applied to 8
th
graders, 8-4 and
8-6 groups, and the observations done by the researcher to the English classes. The analysis will be
developed by using graphics and descriptive charts.
Question 1. Do you like the English class?
According to the information gotten, most of the students with 67,3% like the English class. Then, some
of the students with a 27,3% like it somehow. Only a 5,4% of the students do not like the English class.
Therefore, it is concluded that there are more students that like the English class than students that do
not like it at all.
Question 2. What type of activities in the English class students like the most?
Based on the answers gotten from question 2, students like written activities the most with 30.9%
compared to readings with only 14.4%. Also, oral activities are really liked by the students with 27,3%.
Some students like listening activities with 16,4%. Therefore, speaking, and written activities are the
ones students like the most and enjoy having in the English class.
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Question 3. Do you like reading aloud?
Regarding question 3, most of the students that participated in the questionnaire with 44,6% do not like
reading aloud. Sometimes students like reading aloud with 23,2%. On the other hand, only 17,9% of
the students like to read aloud. It is evident that students have a resistance to reading aloud in class
when they have to do it because they do not like it.
Question 4. When I read aloud, I feel…
Based on the information obtained, four, students feel ashamed when reading aloud, representing 42,9%
of the answers gathered. On the contrary, only a few students with a 10,7% feel well when reading aloud
in the English class. Also, some students with a high percentage in the graphic also mentioned that it is
ok if they must participate in speaking aloud tasks in class. It is noticeable that most students feel
ashamed of participating in reading aloud tasks and this may be a reason why they do not like to do it
in class.
Question 5. Reasons why students do not like to participate in class.
Regarding question number 5, the most repeated reason why students do not like to participate in
English activities in class is because they feel ashamed, representing 37,5%. On the other hand, a high
quantity of the students that answered the questionnaire with 33, 9%, agree that they like participating
in the English class. Also, some of the students with a low percentage express that it is boring for them
to participate in class. Based on this information, feeling ashamed is the number one reason why
students do not like to participate in the English class.
Observations
The following charts will summarize and bring information about the different reading tasks
implemented in the English class with the purpose of developing reading aloud in students.
Chart 1.
Date
Task
Observation #1
October 20
th
Roleplay the reading.
The teacher chose three students to help roleplaying the
reading. Three students were acting out meanwhile others
were reading aloud. The focus of attention was on the ones
that were acting out. The students did it great and there were
no problems or interference in the activity.
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According to the Cambridge dictionary, roleplaying is “the act of imitating the character and behavior of
someone who is different from yourself, for example as a training exercise.” This first activity was
really helpful for the students because they were practicing reading aloud in a very natural and relaxing
way. According to what it was observed, the students participated actively in the activity and seemed to
be enjoying the activity because they wanted to read and see their classmates doing the actions they
were reading aloud. It was evident that students accomplished the reading aloud task satisfactory due
to their participation.
Chart 2.
Task
Observation #2
Taking turns to read.
The teacher divided the reading into sentences and gave
each of the students a sentence. These sentences had
numbers. Students needed to pay attention and when they
listened to their number, they had to read their sentence
aloud. Some students were not paying attention, so they
were lost, and the teacher had to call their attention. After
the activity, students completed some reading
comprehension tasks.
In this activity, all students participated because they had a sentence to read. This was good because the
students felt like there was no chance to say they did not want to read aloud, it was mandatory for the
students to read; however, some students were not paying attention or seemed uncomfortable with the
idea of reading aloud. In general, all students participated in the activity, but it was hard, and the teacher
somehow had to push some students to read their parts. It can be concluded that this activity allows all
students to participate in reading, but not all of them wanted to do it. Therefore, most students could
accomplish the reading task in a meaningful way.
Chart 3.
Date
Task
Observation
November 3
rd
Roleplay the conversation.
The teacher divided the groups in pairs. Then, she
gave the pairs a conversation in which the students
had to read it aloud and pretend they were the
persons having the conversation. In this activity all
the students participated actively without
inconvenience.
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In this activity the teacher let the students work with the person they liked; therefore, students worked
in the task very well and very comfortable. The activity accomplished its objective of letting students
use the language aloud. All the students participated in the activity and had no problems developing it.
Chart 4.
Task
Observation
Reading aloud with emotions.
In this class teacher brought some emojis (sadness,
happiness, anger, surprised) and gave the students
a short reading passage. She asked for volunteers
reading the text but choosing one of the emotions
on the board. The teacher asked for volunteers, but
it was hard to have a student that wanted to
participate. Some students volunteer but the
teacher had to call the students list to do the
activity. Students were having fun but the ones that
were reading, seemed to be ashamed.
In this activity, most of the students seemed to feel ashamed and did not want to participate. The fact
that they had to make a funny voice, made some of the students feel uncomfortable and not wanted to
participate reading aloud. However, the students that were just following the reading were paying
attention to what the other students were going to read with an emotion; therefore, the activity was good
for reading understanding but it was very difficult to have students that wanted to read aloud.
Chart 5.
Date
Task
Observation
November 17
th
Writing on the board or
clapping out.
The teacher projected a reading on the board and
students had to listen to her reading a sentence and
clapping it, and then the students had to repeat it.
(Choral reading). In this activity most of the
students participated without pressure.
Based on the students ‘participation in the activity, it can be concluded that students had no problems
developing the reading aloud task. Most students understood at first the instructions and the others did
it correctly by observing their classmates. Therefore, this activity helped the students using the language
and reading aloud.
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CONCLUSION
First, the objective of identifying the reasons why eighth-grade students do not like reading aloud has
shed light on crucial insights. The analysis of the questionnaire and the observations during English
classes have consistently revealed a predominant sentiment of reluctance and discomfort associated
with the act of reading aloud. The findings indicate that a significant proportion of students express a
dislike for this activity, with a primary contributing factor being the overwhelming feeling of shame.
This emotional barrier poses a substantial obstacle to active participation in reading aloud tasks within
the English class.
Moreover, the observations of various reading tasks underscore the multifaceted nature of the challenges
students face when engaging in this activity. The discomfort associated with reading aloud seems to
stem from factors such as self-consciousness, fear, and the perceived pressure of being heard by peers.
Understanding these underlying reasons is crucial for educators and curriculum developers to tailor
interventions that address not only the act of reading aloud but also the emotional and social aspects
associated with it.
Because the students are not used to having reading aloud activities in class, the students do not feel
comfortable or ready to do these activities. Therefore, the students need to be motivated and start with
different activities that will mark a path to the teacher in the pursuit of developing reading aloud
effectively.
To enhance the overall experience and engagement of eighth-grade students in reading aloud, it is
imperative to consider strategies that alleviate feelings of shame, create a supportive and encouraging
environment, and integrate diverse activities that cater to individual preferences and comfort levels. By
acknowledging and addressing these underlying reasons, educators can foster a positive and inclusive
learning environment that promotes the development of essential language skills, ultimately
contributing to a more enjoyable and enriching English class experience for all students.
Also, regarding the exploration into effective didactic activities to encourage the development of
reading skills, particularly reading aloud, in the English class, the results have provided valuable
insights. The combination of questionnaire analysis and classroom observations has offered a
comprehensive understanding of student preferences, challenges, and responses to various activities.
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From these findings, several key conclusions can be drawn to guide the design and implementation of
didactic activities aimed at fostering reading proficiency and confidence: look for tasks that can be
accomplished, try to use different activities in class, look for collaborative reading tasks, examine the
type of activities students like, and search for activities that can be suitable for the target population and
the accomplishment of the learning objectives.
Next, in implementing reading tasks strategies to benefit students in developing reading aloud skills, it
is crucial to consider a multifaceted approach that addresses both the technical aspects of reading and
the emotional barriers associated with reading aloud. From this objective it was concluded that most of
the reading tasks applied by the researcher were effective; students lost the fear of reading aloud and
participation to the activities was very good. By combining different strategies or tasks, educators can
create a supportive and dynamic learning environment that encourages students to develop their reading
aloud skills with confidence and enthusiasm.
It was evident due to the participation of the students and the observations made by the researcher that
from the five reading aloud tasks that were implemented, the collaborative tasks were better to
encourage the participation of the students. According to what was observed, the most effective and
enjoyable activities were: reading and acting, and role play the conversation. The reasons may be
associated with feeling comfortable and not so exposed in the activity. On the other hand, the activities
that caused more troubles or misunderstandings when developing were taking turns to read and reading
with emotions. These two activities were more difficult to implement because of the lack of attention
from the students and the fear of being heard and be exposed.
In evaluating the effectiveness of reading aloud activities, the active engagement of students is a pivotal
indicator. Notably, tasks that incorporated roleplaying in a natural and relaxed setting garnered positive
responses, showcasing the importance of interactive elements in fostering engagement. However, the
implementation of mandatory participation through assigned sentences revealed challenges, with some
students displaying discomfort or inattention. This underscores the significance of not only mandating
participation but also creating a supportive and encouraging environment that motivates students to
actively embrace reading aloud tasks.
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The social dynamics of pair work emerged as a key factor influencing participation, as activities that
allowed students to collaborate with a partner of their choice resulted in effective and comfortable
engagement. On the contrary, tasks introducing novelty, such as using funny voices, presented
challenges, with some students feeling uncomfortable. Striking a balance between creativity and student
comfort is crucial for designing activities that are both engaging and conducive to successful reading
aloud experiences. Moreover, the positive impact of activities simulating real-life contexts, like reader's
theater, highlights the potential for incorporating performative elements to make reading tasks more
enjoyable and relevant.
Structured activities with clear instructions were found to contribute significantly to successful
participation. Students were more likely to engage when task requirements were well-defined,
emphasizing the importance of clarity in task design. The level of resistance varied among students
during activities challenging their comfort zones, emphasizing the need for flexible task designs that
accommodate diverse learning styles. Overall, the effectiveness of reading aloud tasks was closely tied
to the creation of a supportive class atmosphere, underlining the critical role of the classroom
environment in task success. Continuous observation and adjustments based on student responses are
essential for refining approaches and ensuring sustained engagement in reading tasks.
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