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Original Research
PAGE NO.
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10.37547/tajssei/Volume07Issue08-06
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SUBMITED
21 July 2025
ACCEPTED
29 July 2025
PUBLISHED
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VOLUME
Vol.07 Issue 08 2025
CITATION
Joaquim Guerra. (2025). Learning to communicate by writing: Analysis of
Writing Teaching Activitiesin Portuguese as a Foreign Language for B1
Level. The American Journal of Social Science and Education Innovations,
7(8), 59
–
69. https://doi.org/10.37547/tajssei/Volume07Issue08-06
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Learning to communicate
by writing: Analysis of
Writing Teaching
Activitiesin Portuguese as
a Foreign Language for B1
Level
Joaquim Guerra
Arts and Communication Research Centre (CIAC) at the
Human and Social Science Faculty of the Algarve University, Faro,
Portugal
Abstract:
This paper examines the role of textbooks in
the development of writing skills in Portuguese as a
Foreign Language (PFL) at the B1 level within the
Portuguese educational context. While textbooks
provide a structured framework for language
acquisition, their effectiveness in fostering writing
proficiency requires critical evaluation. This study
addresses the research problem of how PFL textbooks
promote effective writing competences among B1-level
learners. The methodology includes a review of
literature on textbook analysis and second language
writing pedagogy, coupled with an analysis of commonly
used PFL textbooks in Portugal. The analysis focuses on
the types of writing activities, the integration of
processual writing skills, and the alignment with B1-level
competencies as defined by the Ministry of Education.
Key findings reveal that while textbooks offer
foundational support in language structures, they often
need to be supplemented with creative and
communicative writing tasks. Implications suggest that
educators should adopt a flexible approach, adapting
and complementing textbook content to cater to
diverse learning needs and encourage critical thinking.
This study contributes to a better understanding of how
textbooks can be leveraged to enhance writing
instruction in PFL contexts, ultimately improving
learners' writing abilities.
Keywords:
Portuguese as a Foreign Language,
Textbooks, Writing Skills, Teaching Writing, B1 Level,
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Communicative Competence.
Introduction:
The development of writing skills in a foreign language is
a multifaceted process, particularly at the B1 level of the
Common European Framework of Reference for
Languages
(CEFRL
—
Conselho da Europa, 2001; Council
of Europe, 2020), where learners are expected to
produce simple connected texts on topics that are
familiar or of personal interest (Vacalares et al., 2023).
This requires a nuanced pedagogical approach that
moves beyond rote memorization and grammatical drills
to foster communicative competence and creative
expression (Dodds, 1997). The Portuguese as a Foreign
Language context presents unique challenges and
opportunities in this regard, influenced by factors such
as the learners' linguistic backgrounds, cultural contexts,
and specific learning objectives. This challenge is bigger
when some schools can have more than 60 different
nationalities learning Portuguese as a ‘Portuguese as a
non-
native language’
1
(PNNL). Furthermore, the role of
the teacher is critical in facilitating this process, requiring
them to be adept at identifying and addressing
individual learning needs, selecting appropriate teaching
materials
and
methodologies,
and
providing
constructive feedback that promotes learner autonomy
and self-confidence (Hùng & Diem, 2020).
In this process, textbooks serve as a cornerstone
resource for both students and teachers (Dwijayani &
Musigrungsi, 2022). Textbooks are designed to equip
learners with the essential knowledge, linguistic
proficiency, and relevant information across diverse
subject areas (Paudel & Khadka, 2019). They are primary
teaching and learning materials and are systematically
made by including all forms of language learning tasks.
Textbooks not only provide a linguistic background but
also hold a central role in constructing ideology and
stereotypes in the social world (Siregar et al., 2021). The
utilization of textbooks in the classroom is extensive,
consuming a significant portion of instructional time,
with estimates suggesting that students spend between
70% and 95% of their class time engaging with textbook
materials (Rong et al., 2021). In many formal education
1
The children of emigrants who attend school in Portugal have
Portuguese classes separate from Portuguese children in the
settings around the world, governmental bodies feature
textbooks as the source for lesson planning (Ibrahim,
2022). Therefore, the textbook serves as the core of the
curriculum, influencing both the content and the
methodology employed in language instruction (Knight,
2015).
Literature Review
The process of teaching writing in a foreign language
context necessitates a nuanced understanding of the
learners' proficiency level and the implementation of
pedagogical strategies that foster both linguistic
accuracy and communicative competence (Gautam,
2019). In the realm of second language acquisition,
writing is accepted as a pivotal skill, playing a crucial role
in academic, professional, and personal communication
(Alnasser, 2022). Writing serves as an alternative
learning route and an efficient tool for diagnosis and
evaluation (Ofek, 1991). Several factors can contribute
to writing errors, especially in second language learning
(Fatimah, 2019). A key component in teaching writing
corresponds to the effectiveness of the writing
instruction that involves a multifaceted approach that
includes planning, drafting, revising, and self-regulation
(Kristiana et al., 2021).
Effective writing instruction at the B1 level in
Portuguese as a foreign language should focus on
consolidating foundational grammar and vocabulary
while simultaneously encouraging creative expression
and critical thinking (Carvalhais et al., 2021). The
curriculum
should
integrate
explicit
grammar
instruction with authentic writing tasks, ensuring that
learners can apply their knowledge in meaningful
contexts. The instructor should act as a facilitator,
providing guidance and feedback while encouraging
learners to take ownership of their learning. Explicit
teaching of writing strategies can also improve writing
skills. The writing activities must be relevant and
engaging, aligning with the learners' interests and
experiences. The teacher must also meet the needs of
the learners to reach effective teaching of skills (Abbas
& Fathira, 2022). Different writing activities, such as
writing essays, reports, summaries, or reviews, can
subject of ‘Portuguese as a Non-Mother Tongue’ until they
reach B1 level.
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improve writing skills.
The PNNL syllabus (based on the CEFRL from 2001)
includes descriptors that are broad enough to foster
written production skills in a variety of contexts and
textual genres as we can state from
Table 1
which we
expect to see reflected in the pedagogical options and
writing activities in the textbooks.
Table 1.
Writing competence descriptors to be achieved at the B1 level (Ministério da Educaão, 2018)
PT version
EN translation
ORGANIZADOR
Domínio
AE:
CONHECIMENTOS,
CAPACIDADES E ATITUDES
Nível: B1
O aluno deve ficar capaz de:
ORGANIZER
Domain
AE: KNOWLEDGE, SKILLS, AND ATTITUDES
Level: B1
The student should be able to:
Escrita
- produzir textos a partir de
imagens e de sequ
ê
ncias
ouvidas ou lidas;
-
elaborar
e
reelaborar
sequ
ê
ncias textuais sobre um
mesmo tema a partir de
pontos de vista distintos;
dominar t
é
cnicas de reda
çã
o
de sum
á
rios e relat
ó
rios;
textos narrativos e descritivos;
-
dominar
os
principais
processos
de
composi
çã
o
discursiva:
justifica
çã
o,
demonstra
çã
o,
exemplifica
çã
o, generaliza
çã
o,
especifica
çã
o,
classifica
çã
o,
inventaria
çã
o;
-
recorrer
a
verbos
e
express
õ
es de c
á
lculo, de
fundamenta
çã
o,
de
confronta
çã
o,de indica
çã
o de
valores e de conclus
ã
o;
-
dominar
cadeias
de
refer
ê
ncia pelo recurso a
express
õ
es referencialmente
dependentes;
Writing
- produce texts based on images and
sequences heard or read;
- elaborate and re-elaborate textual
sequences on the same theme from different
points of view;
- master techniques for writing summaries
and reports; narrative and descriptive texts;
- master the main processes of discursive
composition: justification, demonstration,
exemplification, generalization, specification,
classification, inventorying;
- use verbs and expressions of calculation,
substantiation, confrontation, indication of
values and conclusion;
- master chains of reference by using
referentially dependent expressions;
- master mechanisms of temporal cohesion;
- catalogue information with documentation
proreferences, ading sheets; bibliographical
references;
archiving
different
study
materials);
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- dominar mecanismos de
coes
ã
o temporal;
- catalogar informa
çã
o com
procedimentos
de
documenta
çã
o
(fichas
de
leitura;
refer
ê
ncias
bibliogr
á
ficas; arquivamento
de diferentes materiais de
estudo);
Methodology
In prior researches we analyze A1/A2 level activities
from Portuguese as second language textbooks (Guerra,
2020, 2021a, 2021b, 2022). This time, we were looking
to see if there is a difference in the planning and
treatment of activities in the B1 level textbooks and if
they are in line with the government instructions in the
programs. Given the wide variety of textbooks produced
for this level, we opted to consult the list of textbooks
selected by schools, published by the Ministry of
Education
2
, and thus took the two most chosen
textbooks at national level:
Textbook [A]: Pinheiro, E., Hofman, I. S. & Melo, S. R.
(2024).
Português ConVida
. Porto Editora (adopted in
381 schools, from 561 offering B1 level).
Textbook [B]: Ferreira, A. M. B. & Bayan, H. J. (2019).
Na
crista da onda
. LIDEL (adopted in 73 scsectionfrom 561
offering B1 level).
The setoion of the writing tasks was similar with the
previous studies. We have only picked activities whose
aim is to develop writing skills (even though there may
sometimes be some linguistic constraints, such as the
use of a certain tense or degree of adjectives) and not
activities in which writing is used to answer
comprehension questions, fill in the blank (even if the
instruction says ‘write’) or solve grammar exercises
3
.
Textbook
B
has
many
multimodal
sections
(Listening/Reading/writing, for instance), but writing
skills are only mentioned because they are needed to
answer comprehension questions (
Cf
.
Illustration 1
).
2
Avalable at https://www.dge.mec.pt/adocao-2024-com-
efeitos-em-20242025
3
Cf. Guerra (2020) for more details and examples.
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Illustration 1.
Example of multimodal tasks that includes writing as an assessment of reading comprehension
Results and Discussion
We found and counted the following writing tasks and genres per manual:
Table 2.
Textual genres and number of writing tasks
Textual genre
Textbook A
Textbook B
Description
4
5
Opinion text
3
3
Interview
1
—
Informative text
1
—
Explanatory text
1
—
News
1
—
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Narration
2
2
Advertisement (publicity)
1
—
1
2
Dialogue
1
—
Tourist brochure
1
1
Synopsis
—
1
Free text
—
1
Commentary (of pictures)
—
1
Informal letter
—
1
Total
17
17
There is an equal number of writing tasks between the
two textbooks. A quick look at the textual genres reveals
that they are in line with the descriptors of the writing
syllabus (see
Table 1
). We can also point out that some
of the textual genres have been worked on since the
beginner levels, such as description, narration,
correspondence, and advertisements (Guerra, 2020,
2021a, 2021b, 2022).
Although we can take a positive view of the textual
variety and the number of writing activities in the two
textbooks, we need to take a closer look at the writing
iexampleson. Let's consider the following exemples from
both:
Textbook A
(a) “Como se escrevem e enviam, hoje em dia,
mensagens de amizade ou amor? Exemplifica.” (p. 17)
4
(b) “C
om certeza já viveste momentos felizes com a tua
família. Recorda um desses momentos e faz um relato
(com 60 a 80 palavras). Não te esqueças de indicar: (i)
de que momento se trata; (ii) com quem estavas; (iii)
quando e onde ocorreu; (iv) as emoções que sentiste; (v)
por que razão este episódio familiar te marcou; (vi) um
título para o teu texto” (p. 29)
5
(c) “No teu caderno, escreve um texto de 100 a 120
palavras, onde dês a tua opinião sobre a melhor forma
de comprar roupa e acessórios. (i) indicar as vantagens
e inconvenientes de cada opção; (ii) mencionar aquela
que tu mais utilizas e justifica.”
6
(p. 57)
4
"How are messages of friendship or love written and sent
today? Give an example."
5
"I'm sure you've had happy times with your family. Recall one
of those moments and write a story (60 to 80 words). Don't
forget to indicate (i) what moment it was; (ii) who you were
with; (iii) when and where it happened; (iv) the emotions you
felt; (v) why this family episode marked you; (vi) a title for
your text.”
6
“In your notebook, write a text of 100 to 120 words in which
you give your opinion on the best way to buy clothes and
accessories. (i) indicate the advantages and disadvantages of
each option; (ii) mention the one you use the most and justify
it.”
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Illustration 2. Example of writing task from textbook B
Textbook B
(d). A. Observa a estrutura da carta que o Tiago escreveu.
Esta carta é uma carta informal porque é dirigida aos seus amigos.
Estrutura da carta
Local e data
Fórmula de saudação:
Olá!
Olá John! / Olá Inês!
Querida amiga, / Querido amigo,
Querido Mamadou, / Querida Li,
Corpo da carta
Fórmula de despedida:
Um abraço
Muitos beijinhos
Beijinhos
B. onde gostavas de passar as próximas férias?
Escreve uma carta a um amigo. Refere: local;
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atividades; alojamento; etc.
7
(pp. 34-35)
(e). “A. Escreve a sinopse de um filme que viste
recentemente.”
8
(p. 88)
(f) “A. Todos nós em algum momento da nossa vida,
nos
sentimos
heróis/heroínas
ou
porque
conseguimos ajudar alguém ou porque conseguimos
tirar uma nota espetacular na disciplina de que
menos gostamos. Relata-nos a situação. Não te
esqueças de usar o discurso indireto.”
9
(p. 120)
–
This task includes a structure proposal for narration.
(g) “C. Pensa agora num objeto e
descreve-o à
turma. Os teus colegas tentam adivinhar o que é.”
10
(p. 138)
As we can see, the instructions are sparse, not
promoting the writing process: to plan, write, revise.
They often resort to reproducing structures, as in
Illustration 2
, in order to promote knowledge and
training of certain speech acts or grammar content
(imperfect tense for courtesy, in this case). They also are
not included in a communicative context, as if written
situations are not to share (formal or informally)
something with someone. As a result, there is still a gap
between research findings and the pedagogical practices
implemented
in
textbooks
by
their
authors.
Methodological choices that are reflected in the
different levels of learning Portuguese as a Foreign
Language. In a way, it seems that the authors of the
textbooks also base the writing tasks on the students'
knowledge of their own mother tongue, as if the textual
genres, their structures and uses were the same in all
language and cultural contexts.
Textbook A includes a section at the end entitled
‘Aprende conTextos’
11
in which it provides a model and
a few notes on the structure and content of each part of
some of the textual genres present in the writing tasks:
7
Look at the structure of the letter James wrote.
This is an informal letter because it's addressed to his
friends.
Structure of the letter |Place and date |Greeting formula:
Hello! / Hello John! / Hello Ines! / Dear friend, / Dear
Mamadou, / Dear Li | Body of the letter |Farewell
formula: A hug / Lots of kisses / Kisses
B. Where would you like to spend your next vacation? Write
a letter to a friend. Give details: location; activities;
accommodation; etc.
informal letter and postcard, interview, debate,
description, news and opinion text. We only found
reference to this information for the interview, news
and informal letter tasks; textual genres that are the
subject of just one activity. It is therefore expected that
the teacher will make this connection between the
activities and textual models and structures, explaining
them and, why not, exemplifying them with other texts
in the manual to help the students in their learning
activities. Textbook B has three writing tasks
accompanied by information on the structure and some
speech acts (
Cf.
example (d), above) and other three has
some content suggestions to help students’ production.
Unlike manual A, the fact that this information is
included in the writing activity itself could encourage
greater use of it. However, in the particular case of
example (d), the teacher's explanations will be crucial to
clarify the meaning and content of the ‘Body of the
letter’ and the punctuation for the farewell formulas.
It can be said that the textbooks analyzed at B1 level
have a more methodological eclectic view of teaching
and learning writing skills. They include behaviorist
principles, typical of the audio-oral style of the 50s/60s,
along with some principles from communicative
approaches and later (particularly the presence of
textual structures associated with speech acts).
However, the main concern remains the product
through which the teacher assesses the learner's
learning.
On the other hand, it can be said that the presence of
summary tables of the basic structure of a textual genre
and/or speech acts to facilitate writing, refers to the
continuation of the simple reproduction of structures to
be repeated to exhaustion and finally memorized.
Writing is thus, in some activities, a kind of filling in of
blanks in which the suggested speech acts and the
lexical and grammatical structures to be learned at that
8
"A. Write the synopsis of a movie you've seen recently.”
9
A. At some point in our lives, we've all felt like heroes or
heroines, either because we managed to help someone or
because we got a spectacular grade in the subject we liked the
least. Tell us about it. Don't forget to use indirect speech.
10
C. Now think of an object and describe it to the class. Your
classmates will try to guess what it is.
11
Learn with texts.
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moment by the learner must be combined.
The text (read aloud to peers and/or privately by the
teacher) is the product through which the teacher, the
ultimate audience of the written production, will verify
these learnings. The final textual product is therefore
more important than the process of textual
construction.
Conclusion
In conclusion, teaching writing activities in a Portuguese
as a Foreign Language context for the B1 level requires a
comprehensive and multifaceted approach that
considers the learners' proficiency level, learning styles,
and cultural background. By implementing effective
pedagogical strategies, integrating technology, and
creating a supportive learning environment, instructors
can empower learners to develop the writing skills they
need to succeed in their academic, professional, and
personal lives. The ultimate goal is to cultivate confident
and
competent
writers
who
can
effectively
communicate their ideas and perspectives in
Portuguese.
Effective writing instruction involves a multifaceted
approach that includes planning, drafting, revising, and
self-regulation (Wang & Bakken, 2004). In contrast to
the writing activities analyzed at levels A1 and A2
(Guerra, 2020, 2021a, 2021b, 2022), at level B1 the
authors nevertheless tried to reduce the learners'
cognitive effort by providing information on text
structure and content in some tasks. In fact, the ability
to write effectively is crucial in second language
acquisition because good writing requires text with the
complexity of syntax and morphology, a wide range of
vocabulary, and a good command over conventional
forms and over the means of signaling the relation of the
texts (Hellystia, 2019). Furthermore, achieve the B1 level
in Portuguese schools means to regroup with the rest of
the peers in Portuguese classes as a mother tongue. So
the students must be fully prepared to continue the
study of Portuguese language like any other Portuguese
student.
Nevertheless, the writing tasks, even though they
include a more eclectic vision of learning this skill, are
still structured to emphasize the final product and not
the various components of the writing process, allowing
the student to transfer later the learnings to other
communicative situations. The ultimate aim of learning
a foreign language should be to enable the learner to
communicate in a variety of situations and not just those
in which they have repeated structures and speech acts
to exhaustion in order to facilitate memorization. Oral
and written communication in real life is dynamic,
anchored in a wide variety of communication contexts
and with a wide variety of constraints.
Finally, we think it would be relevant to check the
treatment of writing in the teaching of other foreign
language(s) in the Portuguese school system to see if the
methodological principles are common to the teaching
of French, English or Spanish, for example.
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