Teaching Grade 8 Learners to write Narratives using a TBL Framework

The conceptual framework of this paper operated on the premise that a process-orientated approach to writing would optimally befit Willis and Willis’ (2007) TBL model: pre-task (ideas generation), main task (drafting and editing), and post-task (reviews and forms focus). The study comprised 20 grade 8 middle school students attending a private school in the outskirts of Bangkok. T-tests results determined that the differential between the pre-test and post-test writing scores reached statistical significance (pre-test 65.5%; post-test 72.75%; p = 0.216 [sig]). Beneath the surface however, confounding implications related to (1) areas of development and persisting weaknesses, (2) student ability level, (3) the role of gender, and (4) the value of consciousness raising tasks as a means of forms-focused instruction are intrinsic features of in-depth discussion and analysis.