Integrating Reader-Response–TBLT: Short-Story-Driven Gains in Vocabulary Depth, Inferencing, and Engagement among Saudi EFL Learners

Abstract

This study examines the integration of Reader-Response Theory (RRT) with Task-Based Language Teaching (TBLT) to develop Saudi EFL learners’ vocabulary depth, inferencing ability, and engagement through short-story reading. Using a mixed-methods design, 120 male university students were assigned to an experimental group receiving Reader-Response-based TBLT instruction and a control group following conventional reading tasks. Quantitative data from pre- and post-tests measured gains in vocabulary depth and inferencing, while qualitative reflections and classroom observations captured cognitive and affective engagement. The results showed that the experimental group achieved significant improvement in vocabulary knowledge and inferential reasoning. Students also demonstrated greater willingness to interpret texts, discuss ideas, and negotiate meaning collaboratively. Their reflections revealed deeper engagement with language and increased awareness of lexical use. The findings suggest that integrating RRT within a TBLT framework supports both linguistic development and critical reading in Saudi EFL contexts.