Being inspired by Alwehebi and Ghareeb (2021), this article uses an adapted version of the teaching strategies listed in Chamot(2005); itdeploys acontent analysis research that intends to investigate the second language learning strategies (LLS) throughout different components in each of the six text books taught in the Saudi secondary school called, 'Mega Goal' (vocabulary, reading, speaking and writing learning strategies). In this feature, similarity exists between Alwehebi and Ghareeb (2021) and the current study. However, the point of departure lies in the in-depth analysis of the said textbooks which this study undertakes. The centrality of textbooks in Saudi schools lies in the fact that they are the only reference point for both teachers and students.The researchers' content analysis shows thatit is necessity to build a framework and, as a result, begin developing acceptable methodologies for teaching Saudi EFL pupils in the secondary school. The findings also show that LLSsare not explicitly presented in these textbooks. In other words, the content of the textbooks does not adequately focus on LLSs. This is a cause of concern as teachers and students rely fully and only on the textbooks in EFL. However, in the linguistic activities in the books, some terminology and theskills of reading and writing are mostly implicitly employed in the directions. According to the findings, the books should be changed to provide explicit teaching of learning tactics as well as additional vocabulary skills. It is advised that instructors undergo orientation training programs in order to have a better understanding of the teachinglearning process. The study concludes with future research directions.

Content analysis, EFL textbooks,Language-learning strategies; Secondary education