Resumen de Integrating L2 pragmatics into the curriculum: design, implementation, and EFL students’ and teachers’ perceptions of a self-access web-based module on email requests to faculty

Sonia López Serrano

• 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.