Abstract
Reading comprehension is a fundamental skill in language learning; however, it remains a challenge for many EFL students, necessitating effective instructional approaches. This study examines the impact of Task-Based Language Teaching (TBLT) on high school students' reading comprehension and their attitudes toward reading. A quasi-experimental design was employed with 79 students at Ban Tan Dinh High School, Kien Giang province, divided into an experimental group (EG) and a control group (CG). The EG received instruction through TBLT-based reading tasks, while the CG followed traditional reading instruction. Pre- and post-tests assessed students’ reading performance, and a questionnaire evaluated their attitudes toward reading. Statistical analysis using SPSS revealed a significant improvement in the reading comprehension of the EG compared to the CG. Furthermore, students in the EG demonstrated a more positive attitude toward reading, indicating that TBLT fosters both linguistic development and learner engagement. The findings suggest that TBLT can serve as an effective alternative to conventional reading instruction, enhancing students’ comprehension skills and motivation. Implications, limitations, and directions for future research are discussed