| Summary: | This article argues for using general psychological questionnaires as part of teaching English as
a foreign language. It is claimed that questionnaires, particularly psychological ones, enjoy
many of the characteristics of effective instructional material, raise foundational learning-
related awarenesses, can function as the ground for meaningful and authentic tasks, and help
learners develop academic autonomy. Teachers can easily prepare questionnaire-based material
and be sure that it is both engaging and conducive to language learning as well as to other
learnings which may be highly relevant to personal and academic development. A survey which
was conducted to empirically explore the perception of a group of English learners about the
appropriateness and effect of using questionnaires as language learning material is very briefly
reported as part of the argument for this teaching strategy. Some limitations of the proposed idea
are also mentioned.
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