Social-affective strategy instruction in EFL materials: The case of English textbooks and official programs in Tunisia

Tamim Ata Allah


This paper reports on the findings of a descriptive study which sought to evaluate the integration of social-affective strategy instruction in EFL official documents and textbooks used in basic and secondary education in Tunisia. The study relied on document survey, and used qualitative and quantitative methods. The corpus under investigation included official programs, textbooks, and teacher’s guidebooks for grade 6 and 9 of basic education, and grade 3 of secondary education in Tunisia. The results of the study indicated that the implementation of social-affective strategy instruction in textbooks was limited and mostly implicit. Although the official programs tended to provide solid foundations for strategy instruction, they fell short of offering explicit guidelines thereof. A promising finding, however, was that the textbooks made use of content areas and activities which can very well host social-affective strategy instruction if intended by teachers and material designers. Implications of the study as well as recommendations for teachers and material designers are presented and discussed in this paper.



Social-affective strategies, Strategy instruction, Material design, EFL textbooks, Oral skills, Task-based instruction.

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