A Comparative Study of Intercultural Communicative Competence Representation in Local and International ELT Textbooks Used in Iran

Articles in Press

Document Type : Research Article

Authors

1 دانشگاه شهید بهشتی

2 ولنجک، بلوار دانشجو

Abstract

Textbooks mediate intercultural learning in EFL settings, but cultural representation does not necessarily foster intercultural communicative competence (ICC). This study compared eight A1–A2 student books used in Iran: Prospect 1–3, ILI New Elementary 1–3, and American English File Starter and 1. Using Byram’s (1997) ICC framework and Cortazzi and Jin’s (1999) cultural typology, comparative content analysis coded ICC components and source, target, and international cultural orientations. Counts were normalized by pages and units. The results showed that cultural knowledge was the most frequent ICC component in all series, while critical cultural awareness and interaction received limited attention. Prospect mainly emphasized Iranian source culture, whereas ILI NE and AEF were more target-culture oriented. AEF provided the greatest overall ICC coverage, followed by ILI NE and Prospect, although differences in normalized coverage and component distribution were not statistically significant. ICC coverage generally increased across levels in all three series, but cultural orientation did not become consistently more balanced. Thus, the series differed in cultural orientation more than in overall ICC coverage. Because the study examined textbook content rather than classroom use, it suggests revising materials to include more balanced cultural representation and opportunities for comparison, interaction, pragmatic practice, and reflection.

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Main Subjects

Applied Research on English Language

Articles in Press, Accepted Manuscript
Available Online from 29 September 2026

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History

  • Receive Date: 25 June 2026
  • Revise Date: 26 July 2026
  • Accept Date: 29 September 2026

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