عنوان مقاله [English]
نویسنده [English]چکیده [English]
The aim of this study tends to explore how students adjust themselves in learning English with the aid of tasks and the interaction between students and reading proficiency. This study would like to address the relationship between assessment tasks and reading proficiency. In order to achieve this goal, 237 students of Islamic Azad university (Roudehen and Tehran West branch) majoring in English were selected and to test their level of reading proficiency a validated IELTS test was used. Then students were divided into three groups and in each group one technique of assessment was used. At the end of the term students had the same IELTS test as a post test. In order to see students' progress based on their level of reading proficiency, one way ANOVA was conducted. Based on the results of this study, it is concluded that every assessment task is not useful for students of all levels of reading proficiency. Some tasks are useful in low proficiency levels and some are helpful just in high proficiency levels. Therefore teachers, material designer and researchers should be aware of these points to improve the efficiency of the assessment tasks.