EFL Textbooks Research Articles

A probe into local cultural values in locally produced EFL textbooks in Indonesia

A probe into local cultural values in locally produced EFL textbooks in Indonesia

Gender Representation In The English Textbook: “My Next Words” For Fourth-Grade Students

This study was aimed to investigate gender representation in an English Textbook entitled Student’s Book My Next Words for Elementary School which published by The Republic of Indonesia’s Ministry of Education and Culture in 2021 and students opinion related gender equality. This study used a qualitative research with content analysis design. Porecca’ (1984) framework was adopted for analyzing the female and male representation in the English textbook: omission (the ratio of females to males) in texts and illustrations, firstness, occupational visibility, noun, masculine generic construction, and adjective. The result of gender omission is not too high with the average ratio of females to male 1:1.03. For social dominance was not found in the textbook. The result of this study from the variants of firstness, occupation, noun, and masculine generic for males are varier than for females. Some stereotypes were found such as cooking for females’ activity and the breadwinner role for males. A limitation of the study is this research focuses on one textbook only. Thus, this study can’t be generalized. For this purpose, another study with a larger sample would be required a deeper analysis of the picture of the EFL textbook.

Exploring 21st-Century Skill Portrayals in an Indonesian EFL Textbook

This study investigates how 21st-century skills are represented in an Indonesian government-funded EFL textbook designed for first-grade junior high school students. Through content analysis, the study examines the integration of these skills within the textbook components, employing Rinekso’s (2021) framework of analysis. Results indicate comprehensive coverage of all four Cs skills (critical thinking and problem solving, communication, collaboration, creativity, and innovation), with communication skills being most prominent and creativity skills less emphasized. The representation of these skills varies across different tasks, encompassing goals, inputs, procedures, and teacher and learner roles. The findings underscore the need to expand tasks fostering creativity skills. Moreover, the study anticipates that English teachers provide practical examples of 21st-century skills in everyday contexts, fostering enthusiasm for skill development in the era of globalization.

A critical discourse study of cultural and national identity (re)construction in Taiwanese high school EFL textbooks

ABSTRACT In foreign language textbooks, cultural representations embedded in texts and images not only facilitate the acquisition of linguistic knowledge but also construct ethnic or political identities. Over the past century, the mainstream ideology in Taiwan has changed due to the rotation of ruling parties and generational shifts. This change is also evident in contemporary English-as-a-Foreign-Language textbooks. In light of this emerging issue, this study employed critical discourse analysis to examine three sets of textbooks that are widely used in high schools in Taiwan. The study reveals that textbooks produced in Taiwan generally: (1) highlight the indigenous culture of the island, (2) extensively depict contemporary Taiwanese celebrities, specialties, and natural landscapes, (3) embellish the period of Japanese and Dutch-Spanish colonisation, and (4) strategically differentiate between ‘China/Chinese’ and ‘Taiwan/Taiwanese’. The findings expose the Taiwan-centric perspective of the textbooks while downplaying the significance of the national title – ‘the Republic of China’.

Evaluating EFL textbooks for vocational high schools in Indonesia: A corpus-informed and lexile-based model

Even though textbooks play an integral role in EFL teaching and learning processes, evaluation of English textbooks for vocational high schools in the Indonesian context and their relevancy to the targeted proficiency was still rare. This study identified text difficulty levels and English vocabulary profiles of a set of digital English coursebooks for vocational high schools in Indonesia. It also analyzed how text difficulty levels and vocabulary profiles correspond with the targeted proficiency level of vocational high school graduates. A corpus-informed and Lexile-based model was employed as the design of this research. Lexile framework was employed to measure text difficulty, while corpus information was utilized to determine the vocabulary profiles of the selected textbooks. Three tools were used to analyze the data quantitatively, namely Lexile Text Analyzer® Professional, LancsBox, and English Vocabulary Profile in Text Inspector. This study found that the approximate text difficulty of reading passages in the coursebooks for grades 10 and 12 is slightly higher than the expected language proficiency level for vocational high school graduates. On the other hand, the approximate text difficulty of reading passages in the coursebook for grade 11 is slightly lower. However, in terms of vocabulary profiles, the three books emphasize the target vocabulary at the expected level (B1), as suggested by the Directorate of Vocational High School Development. In addition to those findings, it is important that teachers consider other factors outside the scope of this research, such as learners’ proficiency levels and interests or other qualitative data about the books, to determine whether the coursebooks are appropriate for their classes.

Representation of Gender Found in “English for Nusantara” EFL Textbook

This research aimed to identify gender representation found in English for Nusantara EFL textbook. This research was qualitative research. The data of this research were collected from English for Nusantara EFL textbook specifically for ninth grade. The researchers adopted a framework form Amini & Birjandi (2012) in analysing the data. The researchers focused on some aspects of gender representation such as visibility, firstness, feminine/ masculine generic construction, activity, and occupation. The finding of this research revealed that there is a gender bias between male and female in the textbook. This imbalance suggests a perpetuation of gender biases that can influence learners' perceptions and expectations regarding gender roles. Educators and curriculum developers must recognize the importance of equitable gender representation to foster an inclusive learning environment. Addressing these biases is essential for promoting gender equality and empowering all students, regardless of gender, to envision a wider range of roles and opportunities.

Integrating Sustainable Development Goals into EFL Textbooks in Morocco: A Content Analysis

Integrating Sustainable Development Goals into EFL Textbooks in Morocco: A Content Analysis

Unveiling Gender Portrayals in Indonesian EFL textbooks: A Critical Discourse Analysis

This study aims to describe the representation of genders in five Indonesian EFL textbooks published by Erlangga Publishing and unveil the ideology and attitudes behind the image of genders. The methods of critical discourse analysis (CDA) proposed by Van Dijk, which comprise discourse, social cognition, and discourse and society, are used to unveil the patterns of gender portrayal and the attitudes behind it. Data for this study are the human images in five Indonesian EFL textbooks published by Erlangga Publishing. This study reveals that in terms of frequency, women are more dominant than men; women’s images appear more frequently than men's. In dealing with other aspects under study, men and women are depicted symmetrically. The symmetrical representation between men and women suggests the attitude and ideology of gender equality the authors uphold.

Inner Circle Ideology Domination in a National Commercial EFL Textbook: A Case of Indonesian Islamic-affiliated Schools

This study employs an analysis of visual images in English textbooks used in Islamic-affiliated schools through the lens of Kachru’s three-circle model of English, which categorizes English-speaking countries into Inner, Outer, and Expanding circles. This study aims to explore how these images reflect and reinforce linguistic and cultural ideologies associated with each circle. A qualitative content analysis was implemented, focusing on the visual images within English textbooks, which were categorized based on the representation of cultural elements. Data analysis was implemented using a coding scheme and Critical Discourse Analysis framework, examining the power relations and ideological influences represented by the visual content of the textbook. Results show that inner circle culture was dominantly represented (67.9%) in the textbook of its visual use. Western-looking people, outfits, movies, and food represent the images used in the textbook. The finding suggests that textbooks used in English teaching at Islamic affiliated schools, or madrasas, must be carefully designed and selected to adjust students’ needs and school context, as teaching a foreign language can carry others’ ideologies and power.

Gender Representations: A Case Study of Semiotic Analysis of Gender Bias in EFL Textbooks

Gender Representations: A Case Study of Semiotic Analysis of Gender Bias in EFL Textbooks

Vocabulary frequency and dispersion in Japanese junior high school EFL textbooks

Vocabulary frequency and dispersion in Japanese junior high school EFL textbooks

Analyzing Higher Order Thinking Skills in Reading Exercises of Indonesian EFL Textbook

Analyzing Higher Order Thinking Skills in Reading Exercises of Indonesian EFL Textbook

How Do International EFL Textbooks Teach Moral Values to Indonesian Primary School Students?

Studies of the representation of moral values in English textbooks in Indonesia have developed in recent years. However, there is still little research that reveals the use of speech acts to represent moral values through sayings presented in elementary school students' textbooks. This research investigates the representation of moral values depicted through sayings in international English textbooks for elementary schools in classes 2 and 6 in Indonesia. By adopting Searle's (1969) speech act theory, this qualitative research explains that the representation of moral values is only found in oral texts. The data were analyzed by applying several steps from Krippendoff (2004). The findings of this research indicate that responsibility and kindness are the dominant moral values depicted in two English language textbooks for elementary schools in Indonesia. This research implies that teachers and textbook writers should provide students with more examples of moral values, especially those related to daily life communication both at school and in the family.

A VISUAL REPRESENTATION OF GENDER IN INDONESIAN EFL TEXTBOOKS

Gender inequality remains a prevalent issue in countries such as Indonesia in many communication and social media. One such medium is EFL textbooks. This qualitative study aimed to investigate how visual gender representation in EFL textbooks and describe social factors contributing to the patterns of the representation. The data for this study were human images in three EFL textbooks for senior high school students in Indonesia published by the Ministry of the Republic of Indonesia. Coding and classifying were the methods of data collection. Three dimensions of discourse—description, interpretation, and explanation—were used as the framework for the data analysis. The current study reveals that females and males are visually represented symmetrically, yet the stereotyping of males and females remains prevalent. Women’s movement might be the backgrounding of the depiction of the two genders in a symmetrical position. However, subtle conventional gender stereotypes are also portrayed in this study.

A Comparative Study of Speech Acts in EFL Textbook Life Today and Train of Thoughts For Student Grade XII of Curriculum Merdeka

Since it turns out the textbook's value as the primary focus of the curriculum, particularly in EFL environments cannot be understated. According to recent studies, even the most-latest textbooks provide insufficient amounts of pragmatic material to help learners enhance their pragmatic competence. Much more research regarding the extent and level of speaking acts must be conducted before future textbooks, specifically for EFL purposes. They are must able to deliver reliable and suitable examples of pragmatic information. Train for Thoughts and Life Today EFL Textbook are not yet comparable. To establish which of the two has more varieties of speech act categories, as well as the percentage and content of each. The study analyzes dialogue speech acts in two Indonesian EFL textbooks created by Kemendikbud and based on the Merdeka Curriculum. In this study, the descriptive qualitative method is applied. To examine each chapter of the dialogue section, the researcher implemented a table of checklists from Searle's (1979) Speech-Act Classification. Then, multiply the total number of speech acts categorised in each chapter by the percentage of the EFL Textbook. The two results were then compared.

English foreign language learners’ perceptions of cultural elements in Chinese EFL textbooks

Our study aims to culturally analyze the textbook series in the context of China using a questionnaire taken from Kilickaya (2004). To this end, 635 EFL students participated and filled out a questionnaire. In addition, 31 students were randomly selected for a semi-structured interview. The results of the study indicated that students’ perceptions of the meaning and purpose of textbooks were found to be positive. As for materials on culture, it is argued that textbooks should include both macro and micro-cultures. The findings showed that the teaching contributions did a good job of presenting various perceptions from the students' points of view. Students felt that the textbooks represented diverse societies and were relevant to their home culture, but they felt that the manuals were less effective in presenting the values of social groups. The results demonstrated that the same location of images and text in textbooks is usually the display index. EFL textbooks for language learners in China are mainly composed of index relationships between texts, pictures, and tasks, showing a focus on descriptive meaning. Ultimately, the outcomes of this inquiry provide practical implications for EFL stakeholders.

Iran’s High School English Textbooks (Vision Series) and Organizational Knowledge as a Component of CLT Model

Selecting an appropriate textbook is one of the key factors in teaching English. This content analysis study scrutinized whether organizational knowledge represented in Iranian high school English textbooks (Vision Series). Thus, the stance of organizational components as one of the Communicative Language Teaching (CLT) principles was investigated in such textbooks. George (1963) verb form frequency count, Halliday and Hassan’s (1976) model, McCrimman's (1984) model, Vocabulary List Cambridge English (2012) were used to examine the extent to which organizational knowledge was shown in high school EFL textbooks. The analysis of the results revealed that grammatical knowledge was not presented comprehensively. Therefore, high school students would not be able to exhibit a wide variety range of vocabulary. Because the vision series roughly represented the sufficient vocabulary size. The Vision series highlighted intonation rather than pronunciation. The role of rhetorical organizations was disregarded in the Vision series. Therefore, he Vision series should be revised to include the organizational components. Generally, the Vision series did not follow CLT principles to promote language learners' ability to communicate.

ASSESSING CULTURAL CONTENT IN ENGLISH TEXTBOOK FOR HIGH SCHOOL GRADE 12 STUDENTS: A CASE STUDY

This research analyzes the cultural content presentation in the textbook "Bahasa Inggris" for the twelfth-grade high school by the Ministry of Education and Culture of the Republic of Indonesia, where this book is part of the 2013 curriculum. The analysis of cultural content in this research uses the three-source analysis theory of cultural information by Cortazzi and Jin, which will then be combined with Byram's, theory by providing codes in eight categories. Cortazzi and Jin's theory describes categorization in the presentation of cultural content in English textbooks. Meanwhile, Byram's checklist is used to classify cultural content, which has been categorized into these eight categories. This checklist reveals cultural information and how the content meets language and culture learning and teaching needs. The findings show that this EFL textbook presents source culture and target culture content, but international culture is not present. Material about source culture is presented most in this textbook.

Content Analysis of the EFL Textbook Units According to Bloom’s Taxonomy: Between Theory and Practice

This study analyzed the units of the textbook “Just Imagine” for 9th grade Arab students for English teaching in Israel. The study was conducted to understand whether the Wh-Questions used in the textbook emphasized high-level thinking and cognitive skills development (HOTS). The research question of this study was: To what extent do the Wh-Questions in the textbook “Just Imagine” emphasize higher order thinking skills? Content Analysis was performed. Wh-Questions were chosen as the unit of analysis for this research. Percentages and frequencies of each cognition level were calculated for each book unit separately. The results showed that 167 out of the 219 questions emphasized cognition levels that develop Low-Order Thinking Skills, while only 52 questions emphasized the three levels that use High-Order Thinking Skills. Findings of this research recommended that the textbook authors should further develop the textbook’s content, and maintain a balance between the lower-order and higher-order questions. Evaluating and choosing a good textbook that fits the goals of the curriculum is also recommended.

The Representation of Pragmatic Knowledge in Moroccan High School English Language Teaching (ELT) Textbooks

Studies in the domain of English language teaching reveal a significant disparity between pragmatic findings and the approaches employed in English language instruction (Ishihara & Cohen, 2010). Investigations into the effectiveness of textbooks for teaching communicative skills, mirroring real-life conversations, show that English Language Teaching (ELT) textbooks often lack clear and thorough explanations of English conversational dynamics (Berry, 2000; Burns, 1998; Cane, 1998; Grant & Starks, 2001). According to the available literature on EFL/ESL textbooks, speech acts, and other pragmatic elements are largely neglected in both quality and quantity (e.g., Vellenga, 2004; Salazar Campillo, 2007; Neddar, 2010). Therefore, this study examines how textbooks cultivate pragmatic competence and evaluates the pragmatic content in EFL textbooks used in Moroccan high schools from 2006-2007. It aims to assess the depth and quality of pragmatic information covered in these textbooks. In addition to concentrating on metapragmatic details, the study discusses register, illocutionary force, politeness, appropriateness, and usage, as well as how textbook authors present speech acts. However, the study findings reveal that the selected textbooks provide insufficient pragmatic information. This underscores the necessity of supplementing EFL textbooks with more authentic materials and ample meta-pragmatic information. It is also essential to consider pragmatics during the textbook design process and enhance teachers' abilities to incorporate them into their classrooms.