From Curriculum Policy to Classroom Practice: Examining the Implementation of Language Learning Strategy Instruction in EFL Secondary Education

Abstract

Despite the established role of language learning strategies (LLS) in facilitating learning and fostering learner autonomy, research shows that many university students in an English as a foreign language context exhibit a limited LLS repertoire and demonstrate limited strategic competence. This study investigates LLS instruction to students transitioning from secondary to higher education in Morocco. The qualitative case study examines the curriculum guidelines with regard to LLS instruction, the extent to which the textbook materials align with the guidelines, and LLS instruction implementation in classroom practice. Data was collected through document analysis and observation of lessons taught to a class of finalyear high school students. Findings reveal that, with some limitations, the curriculum provides the rationale for LLS instruction and articulates a comprehensive theory-informed vision recommending explicit and embedded LLS teaching, metacognitive awareness, and strategy transfer to foster learner autonomy. The textbook partially realizes the curriculum vision through explicit Study Skills sections and embedded strategic teaching. Classroom teaching of LLS failed to effectively enact the curriculum guidelines and to leverage the affordances of the textbook. LLS was sidelined in classroom practice due to time constraints and to the baccalaureate examination preparation pressure. The findings highlight the importance of the systematic alignment of curriculum policy, textbook materials, and classroom practice in promoting learner autonomy and LLS competence. The findings also indicate that the LLS deficiency among EFL university students may result from LLS instruction inadequacy at the secondary education level. Incorporating strategic competence assessment in secondary education examinations and emphasizing LLS in educational materials and in teacher pre-service and professional development programs would contribute to better preparing high school students for university study, where autonomous and strategic learning skills are essential for academic success.