The objectives of this mixed-method study are to study washback effect of task-based language ‎assessment on developing reading skill and also students` attitude towards TBLA. ‎108 EFL learners ‎‎participated in the study were randomly chosen and were allocated into two classes of 54. The two ‎groups took a reading class which carried out 90 minutes per week and continued for 3 months. By ‎administering the PET, the homogeneity of two groups was approved. Both groups received similar ‎instruction over 24 sessions, but only participants in experimental class took the researcher-‎designed task-based reading quizzes each four sessions. Next, both groups were given a reading ‎post-test after the treatment, Results showed that TBLA has a positive impact of washback on ‎reading improvement among EFL students. Furthermore, the attitude of learners about TBLA was ‎calculated by employing an “Attitude Questionnaires on Reading”. To analyze the data received ‎from “Attitude Questionnaire” A paired-sample t-test was run. By analyzing the results of ‎quantitative questionnaire it is revealed that learners commonly have a tendency to the application ‎of TBLA in learning and teaching reading skill. Results of the research show that TBLA need to be ‎replaced by traditional assessment procedures since all ‎educational planning always attempts to take ‎full advantage of educational achievements and also improvements. ‎ تفاصيل المقالة

In the last few decades, tasks as the basic unit in syllabus designing process, and the cognitive complexity of tasks as a fundamental criterion in task sequencing, have attracted the attention of language researchers. At the same time, collaborative task performance has been encouraged due to the researchers' focus on the sociocultural theory proposed by Vygotsky (1978). The present study aimed to investigate the effect of task cognitive complexity on Iranian EFL learners' individual and collaborative written task performance regarding complexity, accuracy, and fluency. To fulfill such a purpose, 70 male and female Iranian intermediate EFL learners were selected as the participants through Oxford Placement Test, from among the undergraduate students of Islamic Azad University of Arak, who had passed two general English grammar courses in two succeeding semesters and were participating in Advanced Writing Course at the time of conducting this research. They were asked to perform some writing tasks both individually and collaboratively, while the cognitive complexity of the tasks (i.e. the reasoning demands and prior planning) was evaluated by the researcher. The analysis of their written productions revealed that when writing individually, with no planning time available, Iranian intermediate EFL learners created more complex texts in their complex tasks and more fluent texts in their simple tasks, and when writing collaboratively, with some planning time available, they produced more fluent texts in their complex tasks. تفاصيل المقالة