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March 20, 2024
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December 15, 2024
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December 26, 2024
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Abstract

Task-based Language Teaching (TBLT), a student-centered language teaching method, has emerged as an effective language teaching approach for improving the language competency levels of all students, including mature students. This study explored the perspectives of mature students who had undergone 12 weeks of TBLT at a private university. The objective was to examine the impact they had observed on their language proficiency resulting from the approach. This study was conducted to address the need for effective language instruction tailored to mature students in Ghana, where research addressing effective teaching methodologies for such groups is limited.  Using a phenomenological research design, 15 participants were interviewed in-depth for the study, with five thematic areas emerging. All the students shared their language improvement experiences. Time constraints and non-participation by some students were setbacks to this approach. However, their overall impression was positive, especially regarding their lecturers and interactions during the preparatory phase. Based on the findings, it is recommended that language teachers explore the use of TBLT to improve students' language proficiency, especially the mature ones.

Keywords

Task-based language teaching approach Student-centered Mature students Language proficiency Private university Ghana

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Copyright (c) 2024 Susana Adjei-Mensah

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Author Biography

Susana Adjei-Mensah, Valley View University, Ghana

Dr. Susana Adjei-Mensah is a lecturer at Valley View University, Ghana. She holds a PhD in Linguistics from the University of Pretoria, South Africa, and an MPhil in Linguistics from the University of Ghana.  She has over 11 years of experience in university teaching. Her research interests include second language acquisition, mature students’ language proficiency, teacher-centred teaching approach, and collaborative learning. 

How to Cite
Adjei-Mensah, S. (2024). Exploring Mature Students’ Perspectives on Task-Based Language Teaching in a Ghanaian Private University: A Qualitative Study. Pan-African Journal of Education and Social Sciences, 5(2), 38–53. https://doi.org/10.56893/pajes2024v05i02.04
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