Abstract:
This study aims at investigating the effect of using visual aids (graphics) and classroom interaction (i.e. pair work and small group discussion) techniques for teaching writing skill. It also aims at examining the quality and adequacy of writing activities provided in SPINE Series. The study employed the experimental and descriptive analytical research methods. The researcher used a random sample composed of three hundred (300) male and female students in 3rd year at Musa Aldow Secondary School for Boys and Omdurman Secondary School for Girls, Omdurman locality. The study also included a random sample composed of forty (40) male and female EFL teachers. The researcher used a pre-test and post-test, a questionnaire, textbooks analyses and classroom observation as tools for data collection; she also used the Statistical Package for Social Science (SPSS) computer program for data analysis. The results were presented in forms of frequency and percentage tables. The findings of this study showed that classroom interaction via pair work and small group discussion of writing activities motivate students to write. Poor and inadequate writing activities in the textbooks of SPINE Series affect students’ writing performance. A marked improvement was noticed in the writing performance of students who were taught by using visual aids. The study recommended that more time should be allocated for teaching writing skill at secondary schools. Large classes should be broken down into smaller ones to facilitate the learning process, particularly writing activities. There is a need for further reviewing of the writing activities in SPINE and incorporation of authentic materials, particularly material for developing writing skills.
