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

Penulis

  • Samuel Bruce Kpeglo St. Teresa’s College of Education, Hohoe, Ghana orcid.org/0000-0002-7787-6049
  • Ebenezer Giddi St. Francis’ College of Education, Hohoe, Ghana
  • Rita Akakpo-Ashiadey St. Teresa’s College of Education, Hohoe, Ghana
  • Noah Kwadwo Tempong St. Teresa’s College of Education, Hohoe, Ghana

DOI:

https://doi.org/10.46827/ejfl.v10i1.6773

Kata Kunci:

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

Abstrak

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.

Biografi Penulis

  • Samuel Bruce Kpeglo, St. Teresa’s College of Education, Hohoe, Ghana orcid.org/0000-0002-7787-6049

    Samuel Bruce Kpeglo is a lecturer in the Department of Languages; and the head of Academic Planning & Quality Assurance Unit of St. Teresa’s College of Education, Hohoe, Ghana, with considerable teaching experience in English Language pedagogy. His research interests are in language learning strategies, classroom discourse and communicative language teaching. He is a member of the West African Association of Commonwealth Literature & Language Studies (WAACLALS), a member of the Linguistics Association of Ghana (LAG) and a member of the International Association of Transformative Educators.

  • Ebenezer Giddi, St. Francis’ College of Education, Hohoe, Ghana

    Ebenezer Giddi is a lecturer in the Department of Languages at St. Francis’ College of Education, Hohoe, Ghana. He is actively involved in the training of pre-service teachers, with a focus on English language education and classroom communication. His academic interests include language pedagogy, classroom discourse, multilingual education, and teacher professional development. Through his teaching and scholarly engagement, he is committed to promoting effective language use and inclusive pedagogical practices within Ghana’s multilingual educational context.

  • Rita Akakpo-Ashiadey, St. Teresa’s College of Education, Hohoe, Ghana

    Rita Akakpo-Ashiadey is an English language educator and academic who serves as a tutor in the Department of Languages at St. Teresa's College of Education. She holds a Master of Philosophy (MPhil) in English Language and specializes in the teaching of English language and communication skills to student-teachers. At the college, she contributes to the training and professional development of prospective teachers, equipping them with effective language and literacy skills for classroom practice. As a member of the Languages Department, she participates in teaching, mentoring, and academic activities that support the preparation of competent teachers for Ghana’s basic education sector.

  • Noah Kwadwo Tempong, St. Teresa’s College of Education, Hohoe, Ghana

    Noah Kwadwo Tempong is a lecturer in the Department of Languages at St. Teresa’s College of Education, Ghana, with long-standing teaching experience in ESL classrooms. He specializes in methods of teaching English, discourse analysis, and curriculum studies in English. His research interests include classroom discourse, learner participation, language pedagogy, and teacher education, with particular focus on improving oral communication and interaction in ESL contexts. Mr. Tempong has contributed to academic research and professional development activities aimed at enhancing the quality of English language teaching in Ghanaian basic and tertiary institutions.

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Unduhan

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2026-06-06

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Vol 10 No 1 (2026)

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