The statistical analysis revealed that the first null-hypothesis that says task-based instruction has no significant effect on learners’ reading comprehension.” was rejected. The results obtained via One-Way ANOVA proved that both experimental groups outperformed the control group. Thus, it could be concluded the experimental groups as a whole outperformed the control group on the posttest of reading comprehension.
The finding of the first research question is in line with the idea asserted in the literature in the ESL situations (Carrell, 1998; Ellis, 2003; Ellis, 2008; Singhal, 2001; Skehan, 1998). Considering the fact that Iranian students are dealing with English as a foreign language, the researcher might feel in ease to propose that task-based teaching of reading comprehension can be more effective than the conventional method of teaching reading. Since reading comprehension is considered as one of the most fruitful media through which the foreign language learners can compensate for their lack of exposure to the immediate environment, employing task-based teaching of reading comprehension is of paramount importance both for Iranian students and teachers. Concerning the second null hypothesis, the statistical analysis proved a significant difference between the mean scores of the simple and complex experimental groups on the posttest of reading. Thus, it can be concluded that the second null-hypothesis as “task complexity does not have any significant effect on EFL learners’ reading comprehension” was rejected. Actually, the complex task group outperformed the simple task group on the posttest of reading comprehension. This means that the learners dealing with difficult task trainings have been able to perform better on the reading comprehension compared to the learners trained through simple tasks, despite the fact that the learners in the simple task group have been trained how to deal with the task throughout the treatment.
The reason for the success of the complex task training probably lies in the learners’ attentiveness while they are dealing with more complicated tasks. On the other hand, less success of learners with the simple task training could be sought in the learners’ ever experienced situation of learning and teaching which has not prepared them towards critical thinking, developing cognitive abilities, and concept mapping. It seemsthat the mentality of these learners is in line with less complicated, less stressful, and less critically oriented activities and tasks.