DIVING INTO DIVERSITY: TYPES OF WRITTEN TASKS IN ENGLISH TEXT-BOOKS FOR 7TH GRADE STUDENTS IN SEMEY SECONDARY SCHOOLS

Abstract

This study delves into the spectrum of written task types found in English textbooks used by 7th-grade students in Semey secondary schools. It specifically examines two textbooks to evaluate how the included writing exercises impact students' writing skills and language proficiency. Through a comparative analysis, the research identifies prevalent task patterns, assesses strengths, and highlights weaknesses in these exercises, offering valuable insights into pedagogical strategies within Semey's English education context. The findings serve as a resource for educators and curriculum developers seeking to enhance English language instruction, with the overarching objective of optimizing students' language learning outcomes through targeted improvements in instructional design and content selection. This study contributes to the ongoing dialogue on effective language teaching methodologies tailored to the needs of students in Semey's educational landscape.