Tutorials in Wallonia-Brussels Federation Second Language Teaching

Abstract

This thesis explores the integration of the text genre of the tutorial in second language teaching within the Wallonia-Brussels Federation (WBF). Using corpus analysis and Simons’s model, tutorials are defined as instructional videos that teach new skills through sequenced visual steps. Results show that tutorials are rarely defined in curricula and underrepresented in teaching platforms, where they mainly serve vocabulary or comprehension tasks. A teacher questionnaire confirms that, while educators use technology widely, tutorials remain underused as structured pedagogical tools. Yet, analysis indicates that tutorials align with the action-oriented approach. The study recommends their broader integration into language teaching, supported by professional development and clearer pedagogical guidelines.