Teaching EFL/ESL Reading: A Task Based Approach

Dr. Myrrh Domingo is a Senior Lecturer in Contemporary Literacies at the University of London, where she specializes in social and digital literacy practices. Her research focuses on the design and development of language, learning, and identity within multimodal environments. Dr. Domingo's recent studies and publications aim to translate her areas of expertise into practical applications for schools, industries, and institutions seeking innovative methods to engage individuals from diverse participation backgrounds. Through her work, she is dedicated to advancing the understanding of contemporary literacies and promoting inclusive practices that empower learners in an increasingly digital world.

Dr. Amos Paran is a Reader in Second Language Education at the University of London, specializing in the teaching of reading in second and foreign languages and the use of literature in language learning. His research encompasses both reading processes and classroom dynamics, and he has authored reading comprehension textbooks aimed at teenagers. Currently, Dr. Paran is investigating how literature is taught and utilized in second and foreign language contexts, while also producing resource materials for educators interested in integrating literature into their curricula. His work contributes significantly to the field of applied linguistics, focusing on enhancing language acquisition through effective instructional strategies.

Dr. Andrea Révész is a Senior Lecturer in Applied Linguistics at the University of London, with a focus on second language acquisition (SLA) and second language instruction. Her research explores the roles of tasks, implicit and explicit learning, interaction, and individual differences in the development of second languages. As the programme leader for the MA TESOL campus program, she is dedicated to enhancing language education. Dr. Révész serves as an associate editor for the journal Studies in Second Language Acquisition and has contributed significantly to the field through her extensive publications on various aspects of SLA. Her work addresses critical issues in language learning and teaching, aiming to improve instructional practices and learner outcomes in multilingual contexts.