FROM PERCEPTION TO PRACTICE: A STUDY OF TASK-BASED LANGUAGE TEACHING IN GHANAIAN COLLEGES OF EDUCATION

Samuel Bruce Kpeglo, Ebenezer Giddi, Rita Akakpo-Ashiadey, Noah Kwadwo Tempong

Abstract


Task-Based Language Teaching (TBLT) has gained considerable attention in second language pedagogy for its emphasis on meaningful communication and learner-centred instruction. Despite its growing prominence in language education, its implementation in teacher education contexts, particularly in developing countries, remains uneven. This study investigated English language tutors’ perceptions of Task-Based Language Teaching and the factors influencing its implementation in Ghanaian Colleges of Education. Using a mixed-methods research design, the study collected quantitative and qualitative data from English language tutors through a structured questionnaire that included both closed-ended and open-ended items. The quantitative data were analysed using descriptive statistics, while qualitative responses were thematically analysed to provide deeper insights into tutors’ views and experiences. The findings revealed that tutors generally hold positive perceptions of TBLT and recognize its potential to enhance communicative competence, promote learner engagement, and integrate the four language skills in meaningful classroom activities. However, the results also indicated a gap between tutors’ favourable attitudes toward TBLT and their level of theoretical and practical knowledge of the approach. While some tutors reported implementing task-based activities in their classrooms, others expressed uncertainty about the principles and procedures that guide effective task-based instruction. Several contextual challenges were also identified, including large class sizes, limited instructional resources, and insufficient professional training in TBLT. The study concludes that although English language tutors acknowledge the pedagogical value of TBLT, its effective implementation in Colleges of Education requires greater institutional support and sustained professional development. Strengthening tutors’ knowledge and practical skills in task-based pedagogy will be essential for aligning classroom practices with communicative language teaching goals.

Keywords


task-based language teaching; perception, language classroom, colleges of education, language pedagogy

Full Text:

PDF

References


Ahmed, S., & Bidin, S. (2016). The effect of task-based language teaching on writing skills of EFL learners. International Journal of Applied Linguistics and English Literature, 5(3), 112–120. https://doi.org/10.4236/ojml.2016.63022

Allwright, D., & Bailey, K. M. (1991). Focus on the language classroom: An introduction to classroom research for language teachers. Cambridge University Press. Retrieved from https://books.google.ro/books/about/Focus_on_the_Language_Classroom.html?id=MVqGzgEACAAJ&redir_esc=y

Breen, M. (1987). Learner contributions to task design. In C. Candlin & D. Murphy (Eds.), Language learning tasks (pp. 23–46). Prentice Hall. Retrieved from https://benjamins.com/catalog/tblt.1.18lea?srsltid=AfmBOooLggniqqrbGAveZrSmsWmvJwacsqXHb1OOP8Eh9D-w7507ga3B

Burdett, J. (2003). Making groups work: University students’ perceptions. International Education Journal, 4(3), 177–191. Retrieved from https://www.researchgate.net/publication/270820172_Making_Groups_Work_University_Students'_Perceptions

Bygate, M., Skehan, P., & Swain, M. (Eds.). (2001). Researching pedagogic tasks: Second language learning, teaching and testing. Longman. Retrieved from https://www.routledge.com/Researching-Pedagogic-Tasks-Second-Language-Learning-Teaching-and-Testing/Bygate-Skehan-Swain/p/book/9780582414822

Candlin, C., & Murphy, D. (Eds.). (1987). Language learning tasks. Prentice Hall. Retrieved from https://archive.org/details/languagelearning00chri

Carless, D., & Watanabe, Y. (Eds.). (2021). Teacher education for task-based language teaching. Routledge.

Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). Pearson. Retrieved from https://www.researchgate.net/publication/324451568_Educational_Research_Planning_Conducting_and_Evaluating_Quantitative_and_Qualitative_Research_6th_Edition

Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Sage. Retrieved from https://books.google.ro/books/about/Designing_and_Conducting_Mixed_Methods_R.html?id=eTwmDwAAQBAJ&redir_esc=y

East, M. (2021). Foundational principles of task-based language teaching. Routledge. https://doi.org/10.4324/9781003039709

Ellis, R. (2000). Task-based research and language pedagogy. Language Teaching Research, 4(3), 193–220. https://doi.org/10.1177/136216880000400302

Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press. Retrieved from https://books.google.ro/books/about/Task_based_Language_Learning_and_Teachin.html?id=coO0bxnBeRgC&redir_esc=y

Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford University Press. Retrieved from https://books.google.ro/books/about/The_Study_of_Second_Language_Acquisition.html?id=3KglibyrZ5sC&redir_esc=y

Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221–246. https://doi.org/10.1111/j.1473-4192.2009.00231.x

Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2020). Task-based language teaching: Theory and practice. Cambridge University Press. https://doi.org/10.1017/9781108643689

Foster, P. (1999). Task-based learning and pedagogy. ELT Journal, 53(1), 69–70.

Hashim, F. (2006). Task-based language teaching and learning: An overview. Asian EFL Journal, 8(3), 55–68.

Hu, R. (2013). Task-based language teaching: Responses from Chinese teachers of English. TESL-EJ, 16(4), 1–21. Retrieved from https://files.eric.ed.gov/fulltext/EJ1004354.pdf

Hui, O. L. (2004). Teachers’ perceptions of task-based language teaching: Impact on their teaching approaches. HKU Scholars Hub.

Ismaili, M. (2018). The effectiveness of task-based learning in developing students’ speaking skills. International Journal of Instruction, 11(2), 1–14.

Jeon, I. J. (2005). An analysis of task-based materials and teachers’ perceptions of task-based language teaching. Asian EFL Journal, 7(4), 1–21.

Jeon, I., & Hahn, J. (2006). Exploring EFL teachers’ perceptions of task-based language teaching: A case study of Korean secondary school classroom practice. Asian EFL Journal, 8(1), 123–143. Retrieved from https://www.researchgate.net/publication/255594998_Exploring_EFL_Teachers'_Perceptions_of_Task-Based_Language_Teaching_A_Case_Study_of_Korean_Secondary_School_Classroom_Practice

Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman. Retrieved from https://books.google.ro/books/about/The_Input_Hypothesis.html?id=5ttoAAAAIAAJ&redir_esc=y

Kumaravadivelu, B. (2008). Understanding language teaching: From method to postmethod. Routledge. https://doi.org/10.4324/9781410615725

Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.). Oxford University Press. Retrieved from https://books.google.ro/books/about/Techniques_and_Principles_in_Language_Te.html?id=iJ3Y_wkkwa8C&redir_esc=y

Le, V. C., & He, T. T. (2007). Teachers’ beliefs and practices regarding task-based language teaching. Asian EFL Journal, 9(4), 41–58.

Li, D. (2004). Trustworthiness of think-aloud protocols in the study of translation processes. International Journal of Applied Linguistics, 14(3), 301–313. https://doi.org/10.1111/j.1473-4192.2004.00067.x

Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT Journal, 58(4), 319–326. https://doi.org/10.1093/elt/58.4.319

Lochana, M., & Deb, G. (2006). Task-based teaching: Learning English without tears. Asian EFL Journal, 8(3), 140–158.

Long, M. (1985). A role for instruction in second language acquisition. In K. Hyltenstam & M. Pienemann (Eds.), Modelling and assessing second language acquisition (pp. 77–99). Multilingual Matters.

Long, M. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, R. Ginsberg, & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp. 39–52). John Benjamins. Retrieved from https://scispace.com/papers/focus-on-form-a-design-feature-in-language-teaching-4wivbipi2z

Long, M. (2015). Second language acquisition and task-based language teaching. Wiley-Blackwell. Retrieved from https://books.google.ro/books/about/Second_Language_Acquisition_and_Task_Bas.html?id=WlUzBAAAQBAJ&redir_esc=y

Long, M., & Crookes, G. (1993). Units of analysis in syllabus design: The case for task. In G. Crookes & S. Gass (Eds.), Tasks in language learning (pp. 9–54). Multilingual Matters.

Lourdusamy, A., & Divaharan, S. (2002). Enhancing cooperative learning through peer assessment. Journal of Educational Enquiry, 3(2), 72–83.

Ministry of Education. (2019). Standards-based curriculum for basic schools. Ministry of Education, Ghana.

Murphy, J. (2003). Task-based learning: The interaction of form and meaning. Language Teaching Research, 7(3), 289–301. Retrieved from https://www.semanticscholar.org/paper/Task-based-learning%3A-the-interaction-between-tasks-Murphy/8fa3a8f92edca46bbb4149f61bbcb8c4314d845b

National Teaching Council. (2017). National teachers’ standards for Ghana. NTC. Retrieved from https://teachertaskforce.org/sites/default/files/2023-02/2017_MoE-Ghana_National-Teachers-Standards-for-Ghana_EN.pdf

Nunan, D. (2004). Task-based language teaching. Cambridge University Press. Retrieved from https://books.google.ro/books/about/Task_Based_Language_Teaching.html?id=wBKoWKodDk0C&redir_esc=y

Nunan, D. (2005). Important tasks of English education: Asia-wide and beyond. Asian EFL Journal, 7(3), 5–29.

Pishghadam, R. (2011). Introducing applied ELT as a new approach in second/foreign language studies. Iranian EFL Journal, 7(2), 8–21.

Prabhu, N. S. (1987). Second language pedagogy. Oxford University Press. Retrieved from https://books.google.ro/books/about/Second_Language_Pedagogy.html?id=Z9hZAAAAMAAJ&redir_esc=y

Rahman, T. (2015). A history of Pakistani literature in English (1947–1988). Oxford University Press. Retrieved from https://oup.com.pk/academic-generalbooks/english-literature/a-history-of-pakistani-literature-in-english-1947-1988.html

Richards, J. C. (1986). Approaches and methods in language teaching. Cambridge University Press. Retrieved from https://books.google.ro/books/about/Approaches_and_Methods_in_Language_Teach.html?id=9mQ9l3K73BoC&redir_esc=y

Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38–62.

Skehan, P., & Foster, P. (1999). The influence of task structure and processing conditions on narrative retellings. Language Learning, 49(1), 93–120. Retrieved from https://doi.org/10.1093/applin/17.1.38

Tanasarnsanee, M. (2002). Task-based learning and the Japanese learner. Asian EFL Journal, 5(1), 1–10. Retrieved from https://repository.au.edu/items/a070e5a7-e7b5-4b55-8b70-e5b5f2a85797

Wei, Y. F. (2004). Issues in implementing the new English curriculum standards. Sichuan Jiaoyu Xueyuan Xuebao, 20(6), 22–27.

Willis, J. (1996). A framework for task-based learning. Longman. Retrieved from https://books.google.ro/books/about/A_Framework_for_Task_based_Learning.html?id=AXXuAAAAMAAJ&redir_esc=y

Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford University Press. Retrieved from https://books.google.ro/books/about/Doing_Task_Based_Teaching_Oxford_Handboo.html?id=ye2dBgAAQBAJ&redir_esc=y

Yang, X. (2006). Teachers’ perceptions of task-based language teaching in China. TESL-EJ, 10(2), 1–13.

Zhang, Y. (2007). Perspectives on the new English curriculum standards. The Road to a Talent, 19, 34–37.




DOI: http://dx.doi.org/10.46827/ejfl.v10i1.6773

Refbacks

  • There are currently no refbacks.


Copyright © 2015 - 2026. European Journal of Foreign Language Teaching (ISSN 2537-1754) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).