An Analysis of The Structure of Group Writing Activities in Grade 11 English Textbook
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Date
2009-06
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Addis Ababa University
Abstract
The main purpose of the present study was to analyze to what extent the
pair/ group work writing activities in the currently in use grade 11 English
textbook were well structured or organized in a way that they could promote
CLL. To this end, the pair/group work writing activities were identified and
analyzed based on the six basic elements of the CLL. In addition, interviews
and focus group discussions were conducted with teachers and students.
Classroom observations were also conducted to see the actual implementation
of the pair/ group work writing activities suggested in the textbook. Findings of
the study show that less weight is given to the pair/group work writing
activities compared to that of the non-group work writing activities in the
textbook. The promotion of most of the basic elements of CLL in the designed
pair/ group work writing activities is limited to only the pre-writing stage. It has
been found that only few of the pair/group work writing activities require and
encourage learners to work cooperatively at drafting and revising stages of
writing. It is also noted that no pair/group work writing activities in the
textbook promotes processing group interaction. Further more, the results of the
study show that learners are mostly engaged in interactions at the pre-writing
stage, and pair/group work writing activities are usually given as home take
assignment because of time constraints. There is no practice of evaluating the
group relationships after CLL. It is, therefore, recommended that textbook
developers should consider incorporating the six basic elements of CLL in each
stage of writing to structure or organize pair/group work writing activities in
preparing materials.
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Structure of Group Writing