LEARNING HOW TO WRITE SOCIALLY APPROPRIATE EMAILS THROUGH TEXTBOOKS: AN EVALUATION OF INTERNATIONAL ENGLISH TEXTBOOKS

Minh Thi Thuy Nguyen; Willy Renandya; Thuy Thi Thanh Pham; Hanh Thi Pham

doi:10.15639/teflinjournal.v35i1/66-89

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Minh Thi Thuy Nguyen
minh.nguyen@otago.ac.nz
University of Otago, New Zealand
Willy Renandya National Institute of Education, Nanyang Technological University, Singapore https://orcid.org/0000-0002-1183-0267
Thuy Thi Thanh Pham University of Languages and International Studies, Vietnam National University, Viet Nam https://orcid.org/0000-0001-6637-8581
Hanh Thi Pham University of Languages and International Studies, Vietnam National University, Viet Nam https://orcid.org/0000-0001-7818-0994

Vol. 35 No. 1 (2024)

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his study investigates email pragmatic instruction in four sets of international English textbooks. The prevalence of email communication in today’s technology-mediated world necessitates its inclusion in second language classroom instruction. However, our analysis of the books reveals inadequate attention to the sociocultural aspects of email writing. The analysis also indicates limited opportunities for learners to notice form-function-context connections, engage in output practice, and reflect on their pragmatic performance. These findings underscore the gap between research recommendations and current teaching practices, highlighting the urgent need for textbook writers to integrate research findings for enhanced pragmatic instruction. The findings also provide recommendations for teaching email communication in the second language classroom.

Nguyen, M. T. T., Renandya, W., Pham, T. T. T., & Pham, H. T. (2024). LEARNING HOW TO WRITE SOCIALLY APPROPRIATE EMAILS THROUGH TEXTBOOKS: AN EVALUATION OF INTERNATIONAL ENGLISH TEXTBOOKS. TEFLIN Journal, 35(1), 66–89. https://doi.org/10.15639/teflinjournal.v35i1/66-89

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