This study aims to analyze grammar practice activities in middle school English textbooks for third year middle school students in Korea and to investigate the learners’ perspectives toward the activities. Fourteen textbooks were analyzed and the results indicated that 85 % had form-focused and 15 % had meaning-focused activities. The most frequently used form-focused activity was fill-in-the-blank activity and the most frequently used meaning-focused activity was a real-life task. A total of 271 third year middle school students in one school took part in a questionnaire survey. They responded that meaning-focused activities seemed to be more effective for their English learning than form-focused activities. The overall results of the study suggest that English language teachers and textbook developers should consider learners’ preferences for meaning-focused activities in teaching and designing materials for third year middle school students in Korea.
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