On the other hand, compared to in-class activities, self-study writing activities of TA6 presents a wider range of writing activity types that develop both accuracy and fluency in writin
INTRODUCTION
Rationale of the study
Textbooks are essential instructional materials in second language teaching, providing systematic language input and resources for classroom activities and interactions (Richards, 2001) Typically accompanied by supplementary materials like workbooks and audio resources, they serve as a primary source for exposure to authentic language use, particularly in teaching English as a foreign language (Hyland, 2003) Additionally, textbooks present a consistent course syllabus and offer valuable resources for out-of-class learning, preparation, and revision, making them especially beneficial for less experienced teachers (Cunningsworth, 1995; Nunan, 1991; Harmer, 2007; Tomlinson, 2022).
2022) On a larger scale, textbooks help to fulfill learners’ needs, achieve formulated aims of the course or learning program, and standardise assessment (Nunan, 1991; Cunningsworth, 1995; Richards, 2001; McGrath, 2002; McDonough, et al., 2013; Rubdy, 2013)
Most commercial textbooks are unlikely to meet specific contextual learning needs and expected outcomes without adaptation This highlights the importance of analyzing the textbook to evaluate how well its content and instructional approach align with the needs of particular learners in specific contexts.
In Vietnam, Tieng Anh 6 – Global Success (henceforth referred to as TA6) is among the English textbooks published in 2021 following the General education
The English language curriculum approved by the MOET in 2018 for grade 6 is set to be implemented in the 2021-2022 school year Previous studies have evaluated the 2020 National Foreign Language project textbooks, particularly the TA6 version, highlighting significant limitations in writing skills Issues identified include impractical writing tasks, such as creating a webpage or travel guide, and overly complex assignments that students struggle to complete in the given time Additionally, students face challenges due to a limited vocabulary and insufficient practice in developing writing habits Consequently, there is a need to analyze the newly published TA6 textbook, which claims to have made improvements based on pilot feedback, including the simplification and shortening of tasks.
Limited research has focused on English textbooks, particularly the recently published TA6 and its supplementary materials Most studies primarily evaluate the main classroom resources, such as Student's books, while neglecting the learning activities and exercises found in Teacher's books and Workbooks.
This study aims to analyze the writing activities included in the TA6 Student's Books, along with the accompanying Teacher's Book and Workbooks The focus is to evaluate how well these writing activities align with the instructional approach of the 2018 curriculum for sixth-grade students.
Aims and objectives of the study
This study seeks to assess the writing activities offered in TA6, focusing on their alignment with the communicative approach of the curriculum related to writing skills The research is guided by three specific objectives.
1 Identify and categorise in-class and self-study writing activities that are available in TA6
2 Examine the extent to which the in-class writing activities are carried out in a manner that reflect a communicative approach to writing instruction
3 Examine the extent to which the self-study writing activities are carried out in a manner that reflect a communicative approach to writing instruction.
Research questions
The current study seeks to address three research questions:
1 What types of writing activities are provided in TA6 package?
2 To what extent are the in-class activities of TA6 compliant with the communicative approach of the curriculum?
3 To what extent are the self-study activities of TA6 compliant with the communicative approach of the curriculum?
Scope of the study
This study's predictive analysis focuses exclusively on the writing skills sections of the TA6 package, leaving out other activities that do not pertain to writing Future research should evaluate the remaining linguistic skills and elements within the TA6 package, as well as the textbook as a whole, ideally incorporating feedback from contextualized users such as teachers and students, given the book's extended usage.
Methods of the study
This study employed a qualitative analysis to systematically identify, organize, and examine data based on specific research objectives Initially, the writing activities of TA6 were identified and coded according to their features, followed by categorization Subsequently, the analysis focused on recognizing patterns related to the distribution of activity types and the sequencing of activities within each learning unit Finally, conclusions and implications for future research were derived from the collected data and analysis results.
Significance of the study
This study aims to enhance the theoretical understanding of categorizing and sequencing writing activities in English textbooks through a Communicative Language Teaching (CLT) lens The findings could serve as a reference for future research on writing activities in various Vietnamese textbooks, especially for grade 6, and may contribute to a comprehensive evaluation of the TA6 curriculum.
This study aims to offer valuable insights for educators currently utilizing or contemplating the use of TA6 as a learning resource By highlighting necessary preparations and modifications for writing activities, the research seeks to enhance the effective implementation of TA6 in diverse teaching contexts.
Organisation of the thesis
The thesis consists of five chapters: Chapter I, Introduction, outlines the rationale, aims, objectives, research questions, scope, and significance of the study Chapter II, Literature Review, examines previous studies related to writing skills and instructional approaches, along with the categorization and sequencing of writing activities Chapter III, Methodology, details the research methodology, including the research setting, approach, data sources, and procedures for data collection and analysis Chapter IV, Data Analysis and Discussions, presents the findings from the data analysis and discusses their implications, offering suggestions for addressing targeted writing skills in the evaluated textbook Finally, Chapter V, Conclusion, summarizes the main issues, discusses limitations, and provides concluding remarks on the research.
LITERATURE REVIEW
Theoretical background of Communicative Language Teaching, writing instruction, and writing activities
Writing is a crucial linguistic skill that involves the active production of language and is one of the three primary modes of communication, alongside speaking and signing (Matsuda & Silva, 2020) It can be driven by the writer's personal needs or in response to external prompts (McDonough et al., 2013) L2 writers, defined as individuals writing or learning to write in a language other than their native tongue, are tasked with simultaneously developing their writing skills while acquiring the new language (Matsuda & Silva, 2020).
Writing and speaking are both essential production skills, but they differ significantly in how they are acquired Speaking skills can develop naturally through social interactions and exposure, whereas writing requires deliberate learning efforts, whether in a first or second language.
Written communication differs significantly from spoken discourse, primarily due to the absence of immediate feedback, which can lead to misunderstandings or ambiguity This lack of real-time interaction means that written texts endure beyond their original context, creating a heightened expectation for adherence to genre conventions and content coherence Consequently, there is a lower tolerance for linguistic errors in writing, emphasizing the importance of clarity and precision in written products.
Five areas of writing knowledge and skills that a writer needs to acquire, namely Content, System, Process, Genre, Context These are proposed by Hyland
(2003), then further elaborated by Richards (2015)
Content encompasses the themes and concepts of writing To effectively engage with a topic, learners must possess sufficient background knowledge and receive support in researching and developing their ideas (Hyland, 2003; Richards, 2015).
Nation (2009) emphasizes the importance of providing learners with meaning-focused input, ensuring they possess adequate prior knowledge and experience related to their writing topics Similarly, Harmer (2004) advocates for learners to have a clear understanding of the subject matter and suggests offering them ideas to enhance their writing process.
System entails that learners should be equipped with the knowledge and skills to appropriately use language forms in writing
Writing is structured around a hierarchy of linguistic levels, as highlighted by McDonough et al (2013) The basic mechanics of spelling, punctuation, and handwriting serve as the foundation for more advanced elements such as word choice, grammar, and sentence construction These components work together to form coherent paragraphs and extended texts, demonstrating the importance of each level in the writing process.
Figure 1 Levels of writing Reprinted from Materials and methods in ELT: A teacher's guide - Third edition (p.188), by J McDonough, C Shaw, & H Masuhara,
2013, West Sussex: Wiley-Blackwell Copyright (2013) by Jo McDonough, Christopher Shaw, and Hitomi Masuhara
Effective L2 writing instruction should enable learners to master essential writing mechanics, including grammar, vocabulary, and syntactic structures, while also ensuring clear organization and coherence in their work (Cunningsworth, 1995; Brown, 2001; Hyland, 2003; Hedge, 2007; McDonough et al., 2013; Richards, 2015) This approach aligns with Nation's (2009) perspective, which emphasizes the importance of focusing on language forms in both out-of-context learning and meaningful, contextualized language production.
The writing process encompasses both the knowledge of writing techniques and the strategic application of these techniques throughout various stages (Hyland, 2003; Richards, 2015) While some scholars outline specific steps involved in writing (Hyland, 2003; Williams, 2003; Nation, 2009), others advocate for a broader understanding of the process (Harmer, 2004; Harmer, 2007; Matsuda & Silva, 2020; Zhang).
2022) On the whole, this process consists of three main stages
The initial phase of writing involves planning and pre-writing, where the writer determines the type of writing, its purpose, and target audience, while also gathering relevant information and organizing ideas (Baker & Westrup, 2000; Williams, 2003; Hyland, 2003; Harmer, 2004; Nation, 2009; McDonough et al., 2013) In a writing classroom, this stage can be approached individually, with the teacher's guidance, or through collaboration with peers (Baker & Westrup, 2000; Nation, 2009).
The second main stage of writing is composing and drafting, where writers transform their organized ideas into a coherent text and produce an initial draft Language learners can enhance their writing process by employing strategies such as focusing less on grammar, utilizing their spoken language skills, and collaborating in groups.
The third stage of the writing process involves reviewing and editing, where learners focus on proofreading and refining their text for better organization, cohesion, clarity, and language accuracy This stage is crucial for producing a satisfactory final version (Baker & Westrup, 2000; Hyland, 2003; Williams, 2003; Harmer, 2007; Nation, 2009) Learners can undertake this revision independently or benefit from feedback and suggestions provided by peers and teachers (Nation, 2009; Matsuda & Silva, 2020).
The writing process is widely recognized as complex and recursive rather than linear, with variations in specific steps among researchers.
Figure 2 The writing process wheel Reprinted from How to teach writing (p.6), by
J Harmer, 2004, Harlow: Longman Copyright (2004) by Jeremy Harmer
Writers are not required to adhere to a strict sequence in their writing process; instead, they often engage in planning, drafting, and revising simultaneously or in a non-linear fashion before finalizing their work.
In the context of L2 classrooms, students serve as both writers and language learners, and support can be offered at various stages of their writing process (Nation, 2009; McDonough et al., 2013).
Genre involves awareness of the communicative purposes and language features of different text types (Hyland, 2003; Harmer, 2004; Richards, 2015)
Genre features involve socially accepted conventions of how language is used for particular, recurring writing contexts and purposes within a community (Hyland,
Understanding writing conventions is crucial as they influence a writer's choices in vocabulary, grammar, register, and cohesive organization, ultimately aiding readers in navigating and comprehending the text Familiarity with genre can significantly enhance all stages of the writing process, including planning, organizing ideas, composing, and revising.
METHODOLOGY
Restatement of the research questions
This study focuses on identifying, analyzing, and evaluating the writing activities included in the TA6 package, specifically in relation to the curriculum's communicative approach to writing instruction The research aims to address several key questions regarding the effectiveness and implementation of these activities.
1 What types of writing activities are provided in TA6 package?
2 To what extent are the in-class activities of TA6 compliant with the communicative approach of the curriculum?
3 To what extent are the self-study activities of TA6 compliant with the communicative approach of the curriculum?
The context of the study
In Vietnam, English is a mandatory subject from grades 3 to 12, as outlined in the 2018 General Education English Language Curriculum This curriculum emphasizes Communicative Language Teaching (CLT) as its primary instructional approach, focusing on enhancing students' communicative competence through the development of essential linguistic skills, including listening, speaking, reading, and writing (MOET, 2018).
At the lower secondary level, the curriculum emphasizes the continuous development of listening and speaking skills alongside other competencies It outlines specific performance objectives for all four communicative skills across educational stages By the end of grade 6, students are expected to write a short text of 40-60 words on curriculum topics and compose simple letters, postcards, messages, or personal notes that address daily communication needs These writing expectations align with the A2.1 level of the Six-level foreign language proficiency framework for Vietnam.
The writing activities in TA6, a Grade 6 textbook aligned with the curriculum, are designed to embody a Communicative Language Teaching (CLT) approach These activities aim to achieve specific performance learning targets through engaging and productive writing tasks.
Research approach
The current study utilized a qualitative approach, as defined by Harklau (2011) and Miles et al (2014), which involves the comprehensive processes of gathering, organizing, analyzing, comparing, and recognizing patterns in qualitative data This data can include artifacts, audio recordings, video recordings, observations, field notes, and written texts (Harklau, 2011; Miles et al., 2014; Prior, 2014) Notably, Harklau (2011) highlights that analyzing textual data from documents such as reports, journals, textbooks, and evaluation forms is one of the most prevalent methods for qualitative data collection.
The current study utilized the textual data from the TA6 package, which comprises two Student’s books, two Workbooks, and one Teacher’s book, to identify, categorize, and analyze the writing activities within TA6, primarily based on Hyland’s framework.
(2003) and Richards’s (2015) proposal of areas of writing knowledge and skills, Hyland’s
(2003) typology of writing activities, as well as features of CLT activities.
Sources of data
The TA6 main package includes two Student’s books, two Workbooks, and one Teacher’s book, featuring a syllabus of 12 units based on the macro-themes outlined in the lower secondary curriculum (MOET, 2018).
Regarding in-class activities, each unit is typically divided into seven in-class sections, each covering a 45-minute period These include:
• Getting Started, which introduces the unit’s topic, vocabulary, and grammar items through a conversation and follow-up activities
• A Closer Look 1, which draws attention to topic-relevant vocabulary and pronunciation of the unit;
• A Closer Look 2, which consists of grammar instruction and practice;
• Communication, which introduces phrases of communicative function, as well as presenting relevant cultural information;
• Skills 1, which covers Reading and Speaking activities;
• Skills 2, which develops and provides practice for Listening and Writing skills;
The "Looking Back" section reinforces the linguistic skills students have acquired and practiced during the unit, culminating in a project that can be completed as either an extracurricular activity or homework.
In Workbooks, each unit includes five key sections dedicated to Pronunciation, Vocabulary & Grammar, Speaking, Reading, and Writing To reinforce learning, TA6 incorporates an in-class Review section in both the Student’s and Teacher’s books after every three units, featuring exercises that assess and consolidate knowledge and skills related to sounds, vocabulary, grammar, and the four essential skills.
The Workbooks feature a self-assessment section called "Test Yourself," which evaluates linguistic elements and skills in an integrative manner, contrasting with other sections like Skills 2 and Review 1-4 that focus solely on writing skills.
TA6 enhances writing skills through dedicated sections in Skills 2 and in-class Reviews, along with Workbook unit practices for self-study Additionally, writing is integrated with other skills in the "Test Yourself" sections of the Workbooks, providing a comprehensive approach to skill development.
Data collection and analysis procedure
The current study utilized the data analysis method proposed by Miles et al (2014), which includes data collection, condensation, display, and conclusion drawing Data was collected from the Writing sections of TA6, specifically from the Review and Test Yourself activities To facilitate reference and condensing, these activities were organized and preliminarily coded by book name/volume, unit/activity/page number, and a description of learner activities Additionally, the coding scheme incorporated descriptions of interaction patterns for in-class activities and keys for self-study tasks, while written product activities were coded based on topic, level/length of writing, genre, and intended readership.
The activities were categorized according to specific writing knowledge and skills, utilizing a coding scheme derived from the five areas identified by Hyland (2003) and further detailed by Richards (2015), as illustrated in Table 2.
System S Activities that put emphasis on appropriate use of language forms Genre G Activities that introduce or develop genre knowledge
Activities that develop writing techniques and/or correspond to the planning, drafting, and revising stages of the writing process
Activities that draw on learners’ background knowledge regarding the writing topic, or involve the process of topic selection and idea development
Context Cx Activities that draw attention to the targeted reader and the specific purpose for writing
The Test Yourself sections in Workbooks evaluate linguistic elements and skills integratively, rather than focusing solely on writing skills Consequently, activities unrelated to the five key areas of writing knowledge—content, system, process, genre, and context—were omitted from the analysis In total, there are 32 Test Yourself activities available.
9 activities were excluded These activities, alongside their descriptions, are listed in Appendix 1
Subsequent activities were organized according to Hyland’s (2003) typology of writing activity In the initial coding cycle, it became evident that several activities aligned with multiple types, necessitating adjustments to the coding framework Consequently, a new code was introduced to enhance clarity and accuracy.
The "Controlled & Guided Composition" activity, abbreviated as B34, encompasses elements of both controlled and guided writing tasks and is recognized in the typology of writing activities by various authors, including Cunningsworth (1995) and Baker & Westrup (2000) Additionally, two new codes, B1-C1 and B34-C1, were introduced to categorize language familiarization and controlled & guided composition activities that incorporate composition heuristics techniques This aligns with Hyland's (2003) assertion that certain language scaffolding activities can enhance composing heuristics, particularly in reviewing and editing texts Consequently, the coding scheme was updated to include these additional codes, as detailed in Table 3.
Core code Code abbreviation Subcode Description
Activities that develop handwriting/ keyboarding, spelling
A2 Activities that focus on punctuation or text layout
Activities that focus on language forms or text features without requiring production
Activities that focus on language forms or text features without requiring production, while simultaneously developing revising and editing techniques
Activities that involve analysing, reordering, transforming, or combining features of a given text
Activities that involve reworking on a given model, with controlled input (in the form of data exchange, given information, or a different medium), while simultaneously developing revising and editing techniques
Activities that involve reworking on a given model, with controlled input (in the form of data exchange, given information, or a different medium)
Activities that involve parallel writing, rewriting, or finishing a given model
Activities that involve creating texts with controlled input (in the form of data exchange, given information, or a different medium)
Activities that develop pre-writing, multidrafting, and editing techniques
Activities that involve independent creation of contextualised texts
A second trained coder independently analyzed the writing data using a specific coding scheme, achieving a high inter-rater reliability with agreement scores of 95 and 84 (corrected via Cohen’s kappa) This indicates that the data analysis was conducted consistently and reliably Additionally, any discrepancies in coding between the two raters were resolved through discussion, ensuring the accuracy of the findings.
Pattern coding was utilized to uncover recurring themes related to the distribution and sequencing of activity types across sections, with the results illustrated in tables and figures For detailed descriptions and examples of the activity types, please refer to Appendix 2.
The overall data collection and analysis procedure is summarised in Figure 3 as follows
Figure 3 The data collection and analysis procedure
Summary
This chapter outlines the data collection and analysis methods employed in the study, detailing the research context, qualitative approach, data sources, and the procedures for identifying, collecting, and analyzing data.
✓ Placement (book, unit, page, activity number)
Exclusion of activities that do not address any areas of writing knowledge & skills
DATA ANALYSIS AND DISCUSSIONS
Types of writing activities in TA6
Data analysis reveals that TA6 comprises a total of 115 writing activities, which include 52 in-class tasks detailed in two Student's books and a Teacher's book, along with 63 self-study writing exercises found in two Workbooks The categorization of these activities is illustrated in Table 4, following Hyland’s (2003) typology.
Table 4 Types of writing activities in TA6
Code Activity type No of activities Descriptiom
A1 Writing mechanics 1 Naming pictures using given list of phrases
Studying features of grammar and idea organisation Writing words cued by pictures and first letter Matching two halves of single sentences
Multiple choice gap-filling (single sentences/short dialouges)
Gap-filling (sentences, written dialogue, postcard, letter, passage) with 1 word/appropriate word form/no word limit
Gap-filling (passage) using a given list of words Rearranging given words/phrases to make sentences
Writing full sentences based on given words/phrases
Finding mistakes and rewriting correct sentences; Revising technique: Correcting ideas/language errors
Analysing components of given model text Labelling parts of model text
Analysing idea organisation in model text
Writing with given words/phrases;
A layout of the paragraph is provided for learners to complete the gaps; Information transfer from a given table
A layout of the paragraph is provided for learners to complete the body; Parallel writing from given model; Information transfer - ideas from previous activity
A layout of the paragraph is provided for learners to complete body; Information transfer from prepared ideas
A layout of the paragraph is provided for learners to complete the body; Information transfer - ideas in previous activity
A layout of the email is provided for learners to complete the body; Writing based on a given set of guiding questions
A layout of the text (diary entry, email, postcard) is provided for learners to complete the body/fill in the gaps; Information transfer from prepared ideas
Parallel writing from given model and analysed text organisation; Writing based on a given set of guiding questions; Writing with cued first sentence
B3 Controlled composition 1 A layout of the paragraph is provided for learners to complete the gaps
Information transfer from given ideas; Writing with cued first sentences
Information transfer from a given table; Writing with cued first sentence
Writing questions for given answers, based on provided reading text
Answering given questions, based on provided reading text
Writing based on a given set of guiding questions/suggested ideas/guiding prompts
Information transfer from prepared ideas in previous activity
Information transfer from prepared ideas in previous activity; Writing with cued first sentence/phrases Information transfer from prepared ideas
Writing based on a given set of guiding prompts and prepared ideas
Planning technique: Questioning (ideas for writing are generated by WH- questions), Listing ideas for given cues (in blanks/table/network/cluster), Grouping given ideas into categories
Revising technique: Generating Peer/Teacher feedback; Peer-reviewing; Editing based on feedback
Table 4 illustrates that TA6 provides a diverse range of writing activities that span from accuracy-focused to fluency-focused tasks The most common and meaning-oriented activity is composition heuristics (B1), which includes pre-writing techniques like questioning and idea categorization, as well as post-writing sharing and feedback sessions Language familiarization (B1) follows as the second most frequent type, aimed at enhancing language skills and often integrated with proofreading and rephrasing techniques (B1-C1) Additionally, guided composition (B4) and control & guided composition (B34) offer structured support to learners, aligning with the curriculum's objective of writing "with instruction."
Figure 4 summarizes the writing activity types of TA6, categorized by their specific sections and percentages These activities are organized along a continuum, transitioning from accuracy-focused tasks to those emphasizing meaning and fluency The representation uses darker colors to indicate more communicative and meaning-based activity types.
Figure 4 Writing activity types in each section of TA6
Figure 4 highlights a significant variation in the distribution of activity types across different sections In-class activities for TA6 predominantly emphasize communication and meaning, while self-study writing tasks, particularly in the Test Yourself sections, primarily focus on language familiarization, aligning more with accuracy-based learning.
Self-study units in workbooks offer a diverse array of writing activities, surpassing those found in classroom settings These activities span a continuum that ranges from accuracy-focused tasks to those emphasizing meaning and fluency, providing learners with a more comprehensive practice experience.
In-class activities
The TA6 in-class writing lessons, detailed in the Student's and Teacher's books, are found in the Skills 2 sections of each unit, featuring 3-4 writing activities per section The sequence of these activities is visually summarized in Figure 5.
Figure 5 Sequencing of writing activities in Skills 2
An effective in-class writing lesson typically starts with a composition heuristics activity, allowing students to brainstorm and plan ideas related to the assigned topic This is followed by a guided or controlled composition activity, which serves as the primary writing task aligned with the unit's objectives and writing skill targets The lesson concludes with additional composition heuristics activities focused on enhancing revising and editing skills.
As for Review lessons after every 3 units, the writing section generally consists of two writing activities, as illustrated in Figure 6
Guided composition, or Controlled & guided composition
Figure 6 Sequencing of writing activities in Review
In the Review sections, writing activities are generally organized like those in Skills 2, except for the pre-writing tasks Learners engage in a structured composition exercise, where they receive a specific writing assignment This is followed by a composition heuristics activity that focuses on revising and editing their written work.
The sequencing of TA6 in-class activities aligns with the three main phases of the writing process, demonstrating a process-based approach to Communicative Language Teaching (CLT) writing instruction This approach not only provides support to learners but also introduces them to various pre-writing and revising techniques While these techniques are not explicitly highlighted in the materials, they are effectively integrated into the lessons, allowing students to engage with them organically.
In-class writing tasks encompass various communicative genres, including emails, diary entries, and postcards, which align with the writing skills outlined in the curriculum's target description for level 2.1 These tasks demonstrate a gradual increase in length, starting from 40-50 words in Unit 1 and progressing to 50-60 words by Unit 12 and Review 4 While some units do not specify a length requirement, they typically provide a structured layout for the text Overall, the writing tasks in TA6 range from 40 to 60 words, reflecting the learning objectives effectively.
Controlled, Guided, or Controlled & guided composition
The interaction patterns for in-class activities, as outlined in the Student’s books and Teacher’s book, are presented in Table 5
Table 5 Interaction patterns of In-class activities
According to Table 5, individual work is predominant in in-class activities, particularly in composing tasks, while teachers are encouraged to circulate and provide support as needed Whole-class interaction is the second most common pattern, with teachers posing guiding questions to engage students in discussion Notably, composition heuristics (C1) allow for a variety of interaction patterns, including group, pair, and whole-class activities for idea planning and review.
Interaction patterns in Grade 6 activities include both teacher-led whole-class sessions and learner-centered writing tasks, such as pair work, group work, or individual assignments This approach is deemed appropriate for students transitioning from primary to lower-secondary school, as suggested by Hoang (2022) in his curriculum interpretation.
Self-study activities
The following Figure 7 presents a visualisation of the sequencing of self-study writing activities per unit as outlined in TA6 Workbooks
Figure 7 Sequencing of writing activities in unit practices
The self-study writing activities in the Workbooks are evenly distributed, featuring 3-4 activities per unit Unlike in-class activities, the variety of activity types leads to a lack of a fixed pattern in their arrangement Generally, the activities progress in complexity, beginning with word choice and grammar, and advancing to sentence and paragraph levels Each section typically initiates with one or two form-focused activities aimed at language scaffolding at the sentence level, followed by a pre-writing composition heuristics activity (C1), and concluding with either a guided composition activity (B4) or a controlled writing task.
The guided composition activity (B34) focuses on paragraph-level writing tasks that adhere to the curriculum's learning target criteria While these tasks do not exhibit a consistent pattern of increasing length like in-class assignments, they maintain a word count range of 40-60 words, ensuring clarity and coherence in student writing.
It is worth noting that while the majority of unit practice ends with a productive writing task at paragraph level, Unit 9, particularly, ends with a language
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12
B1 familiarisation activity (B1) where learners are asked to complete a gapped postcard with no context provided, as shown in Figure 8
Figure 8 Activity 3, Unit 9 (WB Vol.2, p.21)
Although this activity aligns with the unit topic, it does not necessitate the learner to produce a written paragraph or communicative text, which may limit its effectiveness in offering supplementary practice for the unit's specific writing skill objectives.
As for Test Yourself sections after every 3 units, activities are arranged as visually presented in Figure 9
Figure 9 Sequencing of Test Yourself writing activities
Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6
Test Yourself 1 Test Yourself 2 Test Yourself 3 Test Yourself 4
Test Yourself activities feature a balanced distribution of 5-6 writing tasks per test, focusing primarily on form accuracy and offering limited variety in types, which narrows their communicative range These activities are structured to progress in writing complexity, starting with mechanics and advancing through word choice, grammar, and sentence construction Each test initiates with 3-4 form-focused writing exercises aimed at language familiarization (B1), followed by controlled and guided composition tasks that incorporate editing techniques and composition heuristics (B1-C1 & B34-C1) Examples include paraphrasing sentences with specified words or phrases, combining sentences with conjunctions, and identifying and correcting grammatical errors.
The Test Yourself sections lack writing activities that necessitate learners to create written texts at the paragraph level or higher As a result, these assessments do not effectively evaluate whether students have met the writing skill objectives outlined in the curriculum and specified in TA6.
Table 6 summarises the Key provided for self-study writing activities of TA6
Table 6 Key provided for Self-study activities
Activity type None Correct answers
B34-C1 Controlled & guided composition - Composition heuristics 5 2
Table 6 highlights that most writing activities feature fixed correct answers, often with one or two alternative expressions In contrast, a limited number of controlled or guided composition tasks, which are more communicative, provide suggested answers in the form of a few sentences or a complete paragraph This aligns with the observation that the majority of Workbook activities emphasize controlled, accuracy-focused language familiarization, requiring learners to produce specific correct responses.
Many writing activities lack clear guidelines, leaving learners to create texts without specific criteria or rubrics This absence of support can hinder inexperienced writers in their revision and self-assessment processes While learners might attempt to use in-class reviewing techniques during self-study, they would greatly benefit from additional feedback and structured criteria for each writing task to enhance their skills.
Summary
This chapter analyzes data from Student's books, Teacher's books, and Workbooks, focusing on writing areas, activity types, and task features to identify patterns in the sequencing and distribution of writing activities The findings address three research questions, revealing that the TA6 package includes a diverse range of activities that span from accuracy-based to fluency-based, reflecting a continuum of Communicative Language Teaching (CLT) activities In-class activities are either teacher-led or learner-centered, adhering to a process-based approach to writing instruction, while self-study tasks allow learners to engage independently with a broader spectrum of writing activities that enhance their communicative skills Overall, the writing activities in TA6 demonstrate a "weak" CLT approach, emphasizing support and scaffolding for language acquisition rather than immersive communicative experiences.