Findings

Analysis and evidence

1. Students could write longer texts with richer content, better organisation and greater accuracy

The task-based approach provided a coherent framework to plan learning and teaching activities, and so enabled students to use the target vocabulary and ideas from the unit in their tasks. Many students could write over 100 words in their final writing tasks.

The target language items were taught in context. Students learned how to use them appropriately and they could apply them in the writing tasks. Students were also taught to do focused editing and make use of their teachers’ and classmates’ feedback to self-edit. Students found that the writing steps were very useful and they displayed better language awareness. They were happy to improve their writing by making changes to the first drafts. They were also eager to read other students’ work and give feedback. The interaction enabled them to learn from one another.

In the chapter “Save the Earth!”, the target language items, for example, “stop +ing”, “should” and “unless”, were used appropriately in students’ work.

Students’ drafts

2. Students were motivated to learn and write.

In the chapter “Save our Earth!”, interesting contexts were set for students. They were asked to create and draw their Rubbish Monster. They then wrote about what Rubbish Monster did using the target language items. In the final writing task, students wrote a letter and gave advice to Rubbish Monster. Students found the tasks coherent and interesting.

3. Students’ reflection showed that they were more confident and independent in writing as they could write better and also correct their own mistakes.

A reflection form was completed by the students. The questions and the percentages were shown below. The students were asked to reflect on the quality of their learning. As is clear from the data shown below, the vast majority of students gave a positive response to all the questions.