Özet:
The purpose of this study was to examine the overarching framework of EFL
(English as a Foreign Language) reading instructional approach reflected in an
EFL secondary school curriculum in Malaysia. Based on such analysis, a
comparison was made if Communicative Task-Based Language is the overarching
instructional approach for the Malaysian EFL secondary reading curriculum. This
study used document reviews as the primary data collection. The coding of data
analysis was based on the modifications of the components of Richards and
Rodgers’s (2001) analysis of language teaching model. The curriculum was
examined in terms of theories of SLA, theories of L2 reading as well as learner
roles in relation to Communicative Task-Based Language Teaching (CTBLT)
characteristics. The findings of the study suggest that the majority of reading tasks
in the selected EFL secondary reading curriculum is highly lacking CTBLT
characteristics. The results of the study were discussed in relation to the current
Malaysian EFL secondary curriculum framework and their implications on the
EFL reading at the tertiary level.
