Task-Based Language Teaching (TBLT), as the top-down policy advocated in English education, has been acknowledged as an effective method to improve students’ integrated abilities including reading and speaking skills. However, the design and implementation of TBLT at tertiary education level is not satisfactory due to the lecturers’ misconception of it. There is a substantial discrepancy between policies and actual practices in the classrooms because the implementation of TBLT is constrained mainly by the teachers’ limited understanding of tasks. Hence, this research aims to design, develop, and evaluate a module to teach English using TBLT approach in the teaching of reading in Basic Comprehensive English Course. In addition, the module is designed and developed for English education majors in the tertiary education. It is to improve Year 1 English majors’ reading and oral communication skills. The research design for the teaching module employs Design and Development Research (DDR) method in this study. Based on the method, ADDIE (Analysis-Design-Development-Implementation-Evaluation) model is conducted in three phases; the needs analysis phase, the design and development phase and finally the implementation and evaluation phase. In the first phase, the needs of the learners are identified through an open-ended questionnaire on 150 Year 1 English education majors to identify the suitable content, learning objectives, preferred learning activities and pedagogies used for teaching. A focus group interview with six lecturers who teach the Basic Comprehensive English Course is also done to know the lecturers’ needs to enrich the findings in the questionnaire. In the design and development phase, the module is designed and based on the learning needs identified and the contents that is suggested are developed, and the pedagogies are incorporated. The module prototype developed in this phase is evaluated by six experts from the filed of TBLT. The evaluation is conducted from the feedback from the experts in TBLT, the lecturers, and the Year 1 English education majors through the interviews, classroom observations, and reflective notes. Recommendations are used to improve the module before it is evaluated in the final phase. The final evaluation phase required 60 Year 1 English majors’, the experts’, and the lecturers’ perception on reading and oral communication skills in the interviews and reflective notes. This study contributes to a new approach to learning for English majors, especially the English education majors who need to improve their reading and oral communication skills as well as be familiar with TBLT for they have to apply in their English classrooms after graduation. Besides, the lecturers could use the design of the module to teach English courses using TBLT approach to enhance students reading comprehension and oral communication skills in tertiary education. At the same time, course designers and trainers could benefit from the module and guideline to teach TBLT courses based on English education majors’ needs.  
 

TBLT,DDR,English majors