The main purpose of the present study was to analyze to what extent thernpair/ group work writing activities in the currently in use grade 11 Englishrntextbook were well structured or organized in a way that they could promoternCLL. To this end, the pair/group work writing activities were identified andrnanalyzed based on the six basic elements of the CLL. In addition, interviewsrnand focus group discussions were conducted with teachers and students.rnClassroom observations were also conducted to see the actual implementationrnof the pair/ group work writing activities suggested in the textbook. Findings ofrnthe study show that less weight is given to the pair/group work writingrnactivities compared to that of the non-group work writing activities in therntextbook. The promotion of most of the basic elements of CLL in the designedrnpair/ group work writing activities is limited to only the pre-writing stage. It hasrnbeen found that only few of the pair/group work writing activities require andrnencourage learners to work cooperatively at drafting and revising stages ofrnwriting. It is also noted that no pair/group work writing activities in therntextbook promotes processing group interaction. Further more, the results of thernstudy show that learners are mostly engaged in interactions at the pre-writingrnstage, and pair/group work writing activities are usually given as home takernassignment because of time constraints. There is no practice of evaluating therngroup relationships after CLL. It is, therefore, recommended that textbookrndevelopers should consider incorporating the six basic elements of CLL in eachrnstage of writing to structure or organize pair/group work writing activities inrnpreparing materials.