2025/04/08 by Bahare Omrani, Dara Tafazoli, Cristina A. Huertas-Abril · 1 voice
Arts and Humanities · Social Sciences · #Second Language Learning and Teaching #EFL/ESL Teaching and Learning #Multilingual Education and Policy
paper · doi:10.1108/jme-01-2025-0033
openalex publication_date 2025/04/08 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/31
Purpose This study aims to investigate the representation of intercultural communicative competence (ICC) in two English as a Foreign Language (EFL) textbooks, Vision 1 (Iran) and Network ESO 4 (Spain), to evaluate how effectively they foster students’ intercultural understanding and prepare them for global communication. Design/methodology/approach A comparative content analysis was conducted to examine the extent to which ICC components are integrated into the textbooks. The analysis focused on cultural representation, diversity and the promotion of intercultural skills. Findings The analysis revealed that both textbooks inadequately incorporate ICC components, thereby limiting students’ exposure to diverse cultural perspectives. Vision 1 predominantly centers on Islamic-Iranian culture. While Network ESO 4 includes international content, it frequently reinforces cultural stereotypes. These shortcomings highlight a gap in the promotion of intercultural competence in EFL/English as a Second Language (ESL) materials. Originality/value This study provides valuable insights into the limitations of current EFL/ESL textbook design concerning ICC. It underscores the critical need for material developers to integrate ICC components more effectively into EFL/ESL curricula. Furthermore, it offers practical suggestions for educators to enhance intercultural learning activities, contributing to the broader discourse on preparing learners for meaningful global communication.