The role of socio-affective strategies to promote written tasks in an EFL class. The case study of two EFL teachers in a public high school in Penco

Abstract

The main aim of this research is to analyse the use of socio-affective strategies declared by teachers at the moment of promoting written tasks within an EFL lesson. This research pursues the following objectives: firstly, to identify teachers’ opinions about the role of socio-affective strategies in the context of written tasks. Secondly, to describe the socio-affective strategies that teachers promote in an EFL writing class; thirdly, to compare the socio-affective strategies declared as important/useful by teachers and the ones applied in an EFL lessons. The type of study applied in this investigation is a qualitative study, based on the methodology of a case study. The instruments used for this research in order to collect the data were a checklist based on an observation of an EFL class and an interview applied to the teachers of English, those instruments were applied in a public institution located in Penco. Finally, the research showed that teachers use socio-affective strategies within the classroom, but they are not taught systematically, and they are promoted without consciousness.