Exploring the role of strategy instruction on learners’ ability to write authentic email requests to faculty

This study used a pre-test post-test research design to investigate the role of explicit strategy instruction on Spanish English as foreign language (EFL) learners’ ability write authentic email requests faculty. Drawing Taguchi’s (2018) classification pragmatics learning strategies, instructional intervention followed strategy-based approach help learners understand form–function–context mapping in academic context. A total 110 naturally occurring for action addressed three faculty members were collected at two different times: (i.e. before engaging period), and after participation treatment sessions). Learners’ messages analysed considering both their appropriateness use well frequency utilization structural subject line, openings closings) content components request strategies internal modifiers). Results showed that helped more appropriate period. The findings suggest arming with variety strategic tools may lead pragmatic development actual use.