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This study examines the characteristics of the International Baccalaureate (IB) Diploma Programme (DP) Extended Essay (EE) and explore educational approaches through language socialization and reading-writing connections in English as a Foreign Language (EFL) classrooms. It begins by detailing the characteristics of the EE within the IB DP framework, then discusses major theoretical approaches related to language socialization and reading-writing connections. Practical strategies for supervising the EE in EFL contexts are derived from a comprehensive literature review. By integrating reading and writing activities within social contexts, the study promotes a holistic approach to the EE and language learning, enhancing students’ research and writing skills and fostering deeper engagement and contextual understanding. The findings suggest that using authentic texts, process-oriented writing, and culturally relevant materials can significantly improve the EE and overall EFL education. The study concludes with pedagogical implications and future research directions, emphasizing the necessity for comprehensive professional development for teachers to support effective EE supervision and enhance literacy education for second language learners. This study guides a comprehensive understanding of the EE’s nature and offers theoretical and practical approaches for effectively supervising students through this rigorous academic process.
