An Evaluation of the Writing tasks and their Implementation: The Case of Grade 11 English Textbook by Tariku Mersiehazen
| dc.contributor.advisor | Wakuma, Melaku (PhD) | |
| dc.contributor.author | Mersiehazen, Tariku | |
| dc.date.accessioned | 2018-06-25T08:08:24Z | |
| dc.date.accessioned | 2023-12-05T13:47:33Z | |
| dc.date.available | 2018-06-25T08:08:24Z | |
| dc.date.available | 2023-12-05T13:47:33Z | |
| dc.date.issued | 2013-06 | |
| dc.description.abstract | The purpose of this study was to investigate whether the writing tasks in grade eleven English textbook are designed and implemented in line with current theories of communicative tasks. The study employed a descriptive case study method. The data for this study were collected through document analysis, questionnaires, interviews and observations. The data were collected from grade 11 English textbook, and from 150 students and 3 teachers of Addis Ketema Preparatory School. Then, the data were analyzed quantitatively and qualitatively and evaluated using the checklist for communicative tasks. The findings of the study show that all the writing tasks evaluated contain the five components of a communicative task, but they did not fully meet the criteria set on the checklist. For instance, majority of the objectives do not fulfill most of the criterion of a good objective. Besides, the inputs the tasks lack adequate authentic materials and enough non-verbal inputs. The activities are inappropriate for pair/group work. Moreover, the activities heavily rely on inauthentic materials, so they lack motivational value. The roles indicated allow the learners to play an active role only during the while writing phase and less active during pre and post writing phases. Moreover, the teachers do not appropriately implement the tasks. The conclusion made from the study is that the writing tasks in grade 11 textbook do not fully meet the criterion set for communicative tasks and not enough focus is given in implementing these tasks. Therefore, it is recommended that textbook writers should consider the five basic components of communicative tasks while designing tasks; teachers should play their role effectively and implement the writing tasks in phases. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/3038 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Writing tasks and their Implementation | en_US |
| dc.title | An Evaluation of the Writing tasks and their Implementation: The Case of Grade 11 English Textbook by Tariku Mersiehazen | en_US |
| dc.type | Thesis | en_US |