Rezvan Ayazi - Rezvan Ayazi, M.A student in ELT, Islamic Azad University of Boroujerd, Iran
Adreshir Danesh - Ph.D in ELT, Islamic Azad University of Boroujerd, Iran
Maryam Honarjoo - M.A in ELT, Islami Azad University of Boroujerd, Iran.

Textbooks in EAP learning and teaching have predominantly occupied an important role both in a global scale and in the Iranian context. The present study was an attempt to perform a content analysis of L۲ learning strategies in a locally published EAP textbook in Iran published by the SAMT organization. To this end, qualitative and quantitative methods were used with an inductive theoretical thrust. For the purpose of this study, the English for the Students of Economics textbook was selected for analysis. The differen t learning strategies identified throughout the materials were extracted word for word and coded according toOxford’s (۱۹۹۰) conceptual framework. The analysis identified two groups of learning strategies used in the textbook to develop English language skills for economic purposes. The direct strategies found were of three types: memory strategies, cognitive strategies, and compensation strategies; whereas the indirect strategies included metacognitive strategies and social strategies. Moreover, the data collected from the students’ textbook revealed that the highest frequency was for cognitive strategies. Memory strategies and metacognitive strategies were used with high to medium frequency while the lowest frequency was for social strategies and compensation strategies. The data provided further evidence of the considerable presence of instructional materials which gave the students wide exposure to social justice issues through language skills development. Implications for EAP learners, teachers, and curriculum development are presented.

Textbooks in EAP; content analysis; learning strategies; Oxford’s (۱۹۹۰) conceptual framework