Task-Based Learning in Enhancing English Reading Skills among Tribal Students: A Case Study of the Maval Region, Pune, Maharashtra

Abstract

English language proficiency has become increasingly important for educational mobility, employability and participation in the knowledge economy. However, learners from tribal and marginalized communities often encounter significant challenges in developing English language skills because of limited exposure to English, linguistic diversity, socioeconomic constraints, inadequate learning resources and predominantly teacher-centred pedagogical practices. Reading is particularly significant because it provides learners with access to academic knowledge, information and opportunities for independent learning. The present research examines the potential effectiveness of Task-Based Learning (TBL) in enhancing English reading skills among tribal students in the Maval region of Pune, Maharashtra. The study is situated within a learner-centred and communicative framework and proposes a quasi-experimental investigation involving pre-test and post-test assessment of English reading performance. The intervention is designed around meaningful reading tasks involving prediction, information retrieval, sequencing, vocabulary in context, collaborative comprehension, inference and problem-solving. Particular attention is given to the use of locally relevant and culturally responsive reading materials. The study also proposes classroom observations and learner feedback to examine changes in participation, confidence and engagement. The research addresses a contextual gap in existing scholarship by focusing specifically on tribal learners in the Maval region, where relatively little empirical research has examined task-based English reading pedagogy. The study argues that TBL may provide a pedagogically appropriate approach for transforming reading from a predominantly passive, translation-oriented activity into a purposeful, collaborative and learner-centred process. The findings of the completed empirical investigation are expected to contribute to English language pedagogy, tribal education and teacher education in rural and multilingual contexts.