Evaluating the effectiveness of a task-based language teaching (TBLT) approach to improve the language skills of mature students in a Ghanaian university

Abstract

Mature students’ admission into universities in Ghana is increasing rapidly. Both private and public universities admit students who are 25 years and above through the mature entrance admission process. The language proficiency of these mature students is often low, which affects their comprehension abilities, communication, and academic work. Yet they have to compete with their counterparts who have had secondary education and continuous learning without a break. Unfortunately for these mature students, their break from formal education, coupled with demands of family and work, makes it difficult for them to cope in the same class as their non-mature counterparts. Although access tutorials and examinations are held for mature students, oftentimes, these tutorial sessions are for just a short period and geared towards entrance examinations. The purpose of this study was to evaluate the effectiveness of a task-based language teaching approach to improve the language proficiency of these mature students. The research was guided by the following questions: 1. What is the level of language (reading, writing and speaking) skills of mature and non-mature students at Valley View University in Ghana? (quantitative) 2. How can a TBLT programme be designed and an intervention conducted in relation to the specific context and needs of mature university students in Ghana? 3a. What will be the effect on the language (reading, writing and speaking) skills of mature students after the application of TBLT? (quantitative) 3b. Will mature students, after an intervention with a TBLT programme, be at par in language proficiency with their non-mature peers who have gone through secondary education? (quantitative) 3c. What are the cohort of mature students’ opinions on the TBLT intervention programme? (qualitative) 3d. How do students respond to the application of TBLT in the classroom and what insights may be gained from the intervention? (qualitative) A convergent parallel mixed design based on Creswell (2013) was used for the study. The tools utilised were pre- and post-tests, pre- and post-intervention questionnaires, an outsider’s observation, a researcher’s log, and interviews. The intervention was conducted with an instructional model designed in relation to the specific needs of mature students to improve their language skills. The principles of constructivism and the principles of cooperative learning formed the basis of the instructional model on which teaching and learning activities were built for the four phases of the TBLT approach. The intervention was conducted on a group of mature students (experimental group) while another group (control) of mature students and a group of non-mature students were instructed using the traditional approach. In all, 65 participants were sampled for the study. The quantitative data were analysed with frequencies, percentages, T-test, ANOVA, pairwise comparison, multiple comparisons, independent samples median testing and Wilcoxon signed-rank tests. The qualitative data were analysed through content analysis. The effectiveness of the intervention was determined by the post-test results, which showed that when all the tests were put together, the mature experimental group scored better than the mature control group and was at par with the non-mature group. Results from the qualitative data supported the findings of the quantitative data. Frequent feedback, enthusiasm and willingness among students, an enabling classroom environment, motivation, collaborative learning and having a mature-only class contributed highly to the positive results of the intervention group. Recommendations are made based on the findings at the institutional level, on classroom environment, and on pedagogy and curriculum.