Acceso usuarios
Madrid, España
The study investigates students’ and teachers’ perceptions of a self-access, web-based instructional module aimed at developing EFL students’ ability to write appropriate email requests to faculty. Implemented in a first-year university English course, the module focused on raising awareness of pragmatic features such as framing moves and mitigation strategies through guided reflection and practice. Using a qualitative approach, data were collected from 85 students via open-ended reflections and self-assessment questionnaires, and from three teachers through semi-structured interviews. Both students and teachers valued the module’s authenticity, relevance, and usefulness, noting its alignment with academic communication needs. Students reported increased awareness, while teachers observed greater attention to structure and politeness, particularly among higher-proficiency learners. However, challenges were noted for lower-proficiency students, who appeared to require more support. The findings highlight the perceived value of self-access pragmatics instruction and the need for differentiated scaffolding across proficiency levels.
