Studies examining culture representation in language textbooks have rarely adopted the semiotic approach, despite its potential for presenting and (re)creating cultural meanings at their various levels (i.e. cultural, intercultural, multicultural, and transcultural) in the co-instantiations of texts, tasks, and images. To address this issue, a…

This study examines the representation of cultures across three sets of national English textbooks currently used in China by conducting a synchronic content analysis to explore what and how cultures are represented in the textbooks. Data analysis was conducted based on a newly constructed framework focusing on the content (countries and…

English language teaching (ELT) publishing as we know it today has a long and lucrative history, dating, according to Rix (2008), from the Longman publication of Michael West's "New Method Readers" in 1926, to the present day, where annual turnover runs to around US$194 billion (Jordan & Gray, 2019). Some of the sector's…

Though reports of pedagogic materials production point to the range of compromises authors make when writing language teaching textbooks, many accounts are retrospective in nature. This study sought to expand the research perspective by interrogating writing episodes via qualitative content analysis to discover how two expert ELT (English language…

Textbooks are considered an essential component of classroom materials. Teachers usually examine a wide range of textbooks offered in the book market to determine an appropriate one that fits the pedagogical demands. Textbooks' evaluation is, therefore, important to determine and improve their suitability for students' needs. Specifically, in…

This research aims to give a clear image of coursebook evaluation in the English department of Komar University of Science and Technology (KUST) in Iraqi Kurdistan. The focus of this paper is to show the advantages and disadvantages of six coursebooks that are used in the English department of KUST. For this purpose, the researchers conducted…

Even though textbooks are a central component of the daily instructional practice of English language teachers, relatively little research has been conducted on how teachers actually use (i.e., adapt) textbooks in the classroom. This gap is aggravated by the fact that the terminology proposed in the literature to analyse teachers' textbook use is…

As there is no well-established benchmark in terms of the representation of culture in English Language textbooks, culture representation has often been treated as a matter of opinion. To address this gap, having classified the textbooks in an EFL context into three types, namely local, localised, and international, the researchers drew on the…

Decolonial theorists continue to argue for a de-linking from the uncontested onto-epistemic constructs of intercultural education pedagogy (IEP) in TESOL. In the Global South, intercultural education may remain largely amenable to Euro-Western culturalist/differentialist frameworks that often breed essentialism and ethnocentrism. This paper…

This study aimed to critically evaluate the effectiveness and suitability of the textbook "English for Today" designed to instill English language skills and communicative competence into Higher Secondary Certificate (HSC) level students in Bangladesh. To carry out the research, a mixed methods approach was followed. The researchers used…

With the rising interest in the Intercultural Communicative Competence (ICC) in language teaching, evaluating the ICC attributes in EFL textbooks is becoming a great concern. This study aimed to find out the evaluation criteria for the ICC attributes in EFL textbooks generated from the literature and from EFL experts, and then construct an…

The issue of whether, when, and how to respond to learners' oral errors is something every teacher has to consider. Early studies of teachers' feedback practices consisted of observations of how they managed this complex process (e.g., Lyster & Ranta, 1997). Beginning with these descriptions, a large body of research on types of oral…

Background/purpose: This research investigates how incorporating resistance and empowerment-oriented pedagogies into TEFL can serve as a vital tool for identity affirmation, preserving national culture, and fostering resistance against the occupation's systematic oppressive practices in the Palestinian context. Materials/methods: The mixed…

Coursebooks have become the most prominent English learning materials, especially in formal education. Therefore, recursive evaluation should be conducted to adjust the coursebook based on the current needs and learning goals. Moreover, dynamic evaluation brings interaction or mediation with a genuine act of teaching to make the evaluation more…

Teachers need evidence-based data to select, adapt, adopt, and effectively use textbooks. The present survey compared Iranian university English-as-a-Foreign-language (EFL) teachers' and learners' views on locally-produced textbooks and adopted ones. 119 undergraduate university EFL learners and 36 EFL university teachers were selected through…