Investigating the Effectiveness of Task-Based Language Teaching in German Classrooms at Nigerian Universities in the North West Zone

This study investigates the effectiveness of task-based language teaching (TBLT) in German language classrooms at federal universities in the North West geopolitical zone of Nigeria, specifically Usmanu Danfodiyo University, Sokoto, and Kebbi State University of Science and Technology, Aliero. TBLT, in which learners complete communicative tasks that require meaningful language use, has attracted considerable evidence of effectiveness in international second language acquisition research. However, its implementation and outcomes in the specific contexts of resource-constrained, large-class university German language teaching in northern Nigeria have not been examined. The study employs a quasi-experimental design, implementing a TBLT intervention across twelve weeks in two experimental classes, matched against two control classes receiving conventional form-focused instruction. The primary outcome measures are speaking fluency, task completion accuracy, and student engagement, assessed through observation checklists, oral proficiency ratings, and a post-intervention questionnaire. Mixed ANOVA is used to assess intervention effects. Findings indicate that TBLT produced significantly greater gains in speaking fluency and self-reported learner engagement, while accuracy gains were comparable to the control condition. Teachers implementing TBLT reported initial challenges with task design and time management but expressed positive views by the end of the intervention. Keywords: task-based language teaching, German language, North West Nigeria, speaking fluency, university classrooms.