This qualitative content analysis research aims to discover and analyze the types of vocabulary tasks and their enhanced vocabulary knowledge aspects within the ‘Global English Coursebook Grade 11’ using Nation’s Framework of Vocabulary Knowledge. The textbook, validator, and inter-rater are used as the data resources. Additionally, this qualitative content analysis adopts the data analysis technique by Miles (2020), which includes data collection, condensation, display, drawing and verifying conclusions. The research reveals that the textbook offers various vocabulary task types. The vocabulary tasks included in the textbook are: reading with glosses or a dictionary (26%); matching words and definitions (18%); filling word tables and matching sentence halves (9%); classifying words, finding substitutes, building complex words, choosing the right meaning (6%); suggesting associations, drawing and labelling pictures, discussing the meaning of phrases, finding examples, drawing word maps (3%). Furthermore, the textbook inserts all the vocabulary knowledge aspects. Each aspect is spread differently; form 14.7%, meaning 76.5%, use 8.8%. The textbook’s current task design succeeds in capturing a good vocabulary task since it provides various task types and complete vocabulary knowledge aspects.
