AN EVALUATION OF GRADE 12 ENGLISH FOR ETHIOPIA STUDENTS TEXTBOOK: WRITING TASKS IN FOCUS

Abstract

The main purpose of this study was to examine the design of writing tasks in grade 12 English textbook in line with the current theories of communicative tasks. The study employed a descriptive evaluative research design. The data for this study were collected through document analysis, and interviews. The data were collected from grade 12 English textbook, and from 4 EFL teachers of Zigem Preparatory and General Secondary School. Then, the data were analyzed and evaluated quantitatively and qualitatively using the checklist for communicative tasks. The findings of the study indicated that all the writing tasks evaluated contain the five components of a communicative task, but the current grade 12 English textbook have problems in some of the aspects of the writing tasks. For instance, only some product approach writing tasks were designed in the textbook to equip learners accurate in grammar; moreover, some writing tasks have redundant, short and fuzzy objectives. In addition, some writing objectives do not have writing tasks or vice versa. In short, there was mismatch among writing task contents and objectives in three documents (ETB, TG and syllabus). Furthermore, writing activities were not graded with level of complexity from less challenging to more challenging and were not all in all integrated with other macro skill tasks in the three documents. Besides, the inputs of the tasks lack adequate authentic materials and enough non-verbal inputs. The roles indicated allow the learners to play an active role, but in a large extent does not invite them to monitor and evaluate their progress and weakness. The conclusion made from the study showed that the writing tasks in grade 12 textbook do not fully meet the criterion set for communicative tasks and not enough focus is given in designing these tasks. Therefore, it is recommended that curriculum designers and textbook writers should consider the five basic components of communicative tasks while designing; teachers also should have the knowledge on the approaches of teaching writing and on the components of communicative tasks.