Abstract:

The number of mature students enrolled in universities around the world including Ghana is increasing over the years. Aside from social, economic and time challenges faced by this group of students, they also experience writing challenges which adversely affect their academic work. The purpose of this study was to assess how the writing proficiency of these mature students could be improved using the Task-based language teaching (TBLT) approach.

With a mixed methodology, both quantitative and qualitative data were collected. The quantitative data consists of a pre-test and a post-test in writing. Interviews were also conducted for the qualitative data. The quantitative data were analysed with descriptive (mean, standard deviation) and inferential (ANOVA, T-Test, pairwise comparison, effect size) statistics. Content analysis was used to analyse the qualitative data.

A writing intervention was carried out with a structured instructional model designed in relation to the needs of these mature students to improve their writing skills. The model is based on the principles of cooperative learning, principles of constructivism, teaching and learning activities, and the four phases of the TBLT approach. A group of mature students (experimental) were instructed through the task-based language teaching approach while the other groups (control) were instructed through the traditional language teaching approach. The intervention was conducted for a section of mature students (experimental group) while the other mature group (control) and non-mature (also control), were instructed through the traditional approach.

The results obtained showed a significant improvement in the writing of the experimental group compared to the other groups. Their improvement was more significant than the non-mature students and the mature control groups. Comparatively, although all three groups improved in their writing post-test scores, the T-test, paired-sample tests and ANOVA indicated a huge improvement in the reading post-test of the experimental group to the other groups.

The qualitative data confirmed the findings of the quantitative data. It was discovered through the interview that enabling classroom environment, enthusiasm and willingness by students, frequent feedback, motivation, and mature-only class contributed to the enhanced writing skill of the mature students.

Recommendations are made based on the findings on pedagogy and curriculum, institutional level and classroom environment

Keywords:

Task-based language teaching, mature students, student-centred, task-based instructions, writing proficiency.