EFL Writing Instruction at the HSC Level for Achieving Curriculum Objectives: Reversing to GTM from CLTA?

Sk Obaidullah, Md. Khorshed Alam, A. F. M. Moshiur Rahman

Oct-Nov-Dec

Abstract
The HSC English curriculum does not specify which specific method or strategy should be used by the English teachers, which makes it difficult for them to fulfill the objectives of the English language teaching and learning. However, employing CLTA in the classroom at the HSC level is encouraged by the curriculum learning outcomes and the design of the English textbooks for classes eleven and twelve. Consequently, CLTA is expected to dominate EFL writing instructions at the HSC level. It should be investigated whether the CLTA-based or GTM-based instruction could be more useful in this situation. The article uses secondary data in a review-based analysis. There has been a review of current research on teaching EFL/ESL writing globally. Through a review of pertinent literatures, the researchers have discovered that GTM is more successful in achieving the learning outcomes outlined in the HSC level English curriculum addressing learners' writing achievement. While teaching and learning EFL writing at this level, the teachers and students are still at ease with some GTM strategies for a variety of reasons.

Keyword: HSC curriculum, curriculum outcomes, writing instruction, CLTA, GTM.

Research Area: ELT

Country: Bangladesh

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