|Title:||Evaluation of writing tasks: Grade Nine New Textbook in focus|
|???metadata.dc.contributor.*???:||Italo Beriso (Dr)|
|Keywords:||guide and syllabus in giving guidance|
|Publisher:||Addis Ababa University|
|Abstract:||The main purpose of this study was to analyze the extent to which the writing tasks (activities) in the currently in use Grade 9 English textbook are well structured and organized in such a way that they could promote writing skills. The writing tasks were identified and analyzed base on the basic components of communicative tasks as well as the evaluation checklist for the communicative tasks suggested by Nunan (1989). Textbook analysis (content analysis), focus group discussion and questionnaire were the instruments used by the researcher, for availably sampled teachers and randomly selected students. To evaluate and interpret the data, the researcher wed qualitative methods. Findings of the study revealed that most of the writing activities do not fulfill many of the relevant criteria stated in the checklist which enable the students to communicate through writing in and outside the classroom. The findings also indicated although the goals (Objective) of the writing tasks clearly stated in the textbook for the students and teachers, they lack variety. Similarly, the contents as inputs are familiar to the students and satisfy the needs and interests of the learners but they do not provide enough information due to lack of adequate authentic materials together with their implementation. In a similar fashion, the activities in the course book satisfy the principle of meaningfulness, purposefulness, real worldliness and suitability of the use of pair/group work, yet they lack motivational values, variety, and authenticity; and are barley limited in including stages of tasks and topics raising high level of thought. Furthermore, the roles of students and teacher are clearly stated in the textbook, teacher’s guide and syllabus in giving guidance, facilitating and counseling roles to the teacher leaving the entire task to the learners. However, in a few activities the teacher’s roles are not clearly stated. Finally, the settings of the activities are flexible rather than fixed even if they do not provoke the use of pair/group work to a large extent. It is, therefore, recommended that textbook writers consider incorporating the six basic components of communicative tasks in the learner’s textbook when preparing the materials.|
|Appears in Collections:||Thesis-Foreign Language and Literature|
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