IMPLEMENTING THE KPG WRITING TASKS (LEVELS B1 ,B2)
ΝΙΚΗ ΕΛΙΣΑΒΕΤ ΚΥΡΙΑΖΗ-ΣΙΔΕΡΗ
Based on her teaching experience in the state sector and on a small-scale surveyconducted through questionnaires distributed to students and teachers alike, the writerof this study has realized that most EFL participants find writing an arduous processand KPG tasks daunting. Therefore, she proceeds to an analysis of writing and itstesting with particular reference to the prevailing CEFR framework and the Greekstate school curriculum specifications and constraints. Within this framework , theKPG exam (focusing on the writing module)is presented and its beneficial backwasheffect on the teaching/learning process is deduced as it reflects the spirit of thecommunicative approach. As a result, the writer suggests appropriate methods andmaterials for the successful implementation of KPG writing tasks into the Greek stateschool classroom. Concluding, based on the data collected through questionnairesdistributed to both teachers and students as well as the review of the relevant literatureshe suggests specific improvements concerning the teaching/testing process takinginto account the limitations of this study.
