Evaluating Overall Quality and Intercultural Communicative Competence in English Academic Writing Textbooks: A Comparative Study of Iranian and International Resources

Badpa, Hamed; Beikian, Ali

doi:10.22049/jalda.2025.30314.1761

Document Type : Research Article

Authors

Hamed Badpa ¹
Ali Beikian ²

¹ MA Student in TEFL, Chabahar Maritime University, Chabahar, Iran

² Assistant Professor of Translation Studies, English Language Department, Faculty of Management and Humanities, Chabahar Maritime University, Chabahar, Iran

https://doi.org/10.22049/jalda.2025.30314.1761

Abstract

Textbooks play a crucial role in language learning and the development of intercultural communicative competence (ICC). However, few studies have compared local and international English writing textbooks in terms of overall quality and ICC integration. In response, this study evaluates Effective Academic Writing 2 (EAW2), an international textbook, and Essay Writing (EW), an Iranian one, in terms of overall quality, ICC attributes, and potential areas for improvement. Using a convergent parallel mixed-methods design, data were collected from 27 purposively selected Iranian university teachers. Specifically, a 61-item Textbook Evaluation Checklist was administered, employing a five-point Likert scale (5 = Strongly Agree, 1 = Strongly Disagree), and analyzed by calculating means and standard deviations for both EAW2 and EW. Additionally, responses to five open-ended questions were collected and examined through thematic content analysis to identify qualitative themes. Findings show EAW2 excels in practicality (M = 4.0) and ICC attributes (M = 3.6), promoting global cultural exposure, but lacks local relevance (M = 3.1). Conversely, EW aligns with local contexts (M = 3.7) but neglects global perspectives (M = 2.9). Both textbooks exhibit weak multimedia integration and fail to provide interactive platforms to support writing instruction (M = 3.0). The small sample size limits generalizability, necessitating caution in broader application. In light of the findings, authors and designers of English writing textbooks should create materials that balance local cultural contexts with global perspectives to foster both linguistic proficiency and ICC in diverse English Language Teaching (ELT) settings. Furthermore, they should integrate innovative multimedia tools, interactive platforms, and AI-driven tools to enhance cultural exposure, engagement, and dynamic interaction.

Keywords

Main Subjects

Second language curriculum and materials

Article Title [Persian]

ارزیابی کیفیت کلی و توانش ارتباطات بینافرهنگی در کتاب‌های درسی نگارش متون دانشگاهی انگلیسی: مطالعه تطبیقی منابع ایرانی و بین‌المللی

Authors [Persian]

حامد بادپا ¹
دکتر علی بیکیان ²

¹ دانشجوی کارشناسی ارشد آموزش زبان انگلیسی، دانشگاه دریانوردی و علوم دریایی چابهار، چابهار، ایران

² استادیار مطالعات ترجمه، گروه زبان انگلیسی، دانشکده مدیریت و علوم انسانی، دانشگاه دریانوردی و علوم دریایی چابهار، چابهار، ایران

Abstract [Persian]

کتاب‌های درسی نقش محوری در یادگیری زبان ایفا می‌کنند و نه‌تنها به‌عنوان ابزار آموزشی، بلکه به‌عنوان رسانه‌های فرهنگی عمل می‌کنند. پژوهش حاضر دو کتاب‌درسی نگارش متون دانشگاهی انگلیسی، یعنی Effective Academic Writing 2 (EAW2) و Essay Writing (EW)، را از حیث کیفیت کلی و ویژگی‌های توانش ارتباطات بینا‌فرهنگی، مقایسه می‌کند. با استفاده از طرح توصیفی-مقایسه‌ای و رویکرد ترکیبی، داده‌ها از ۲۷ استاد دانشگاه ایرانی جمع‌آوری شدند. ابزار اصلی شامل فهرست مقابله‌ای ارزیابی کتاب‌های درسی و پنج پرسش باز بود. داده‌های کمی با استفاده از نرم‌افزارSPSS (نسخه ۲۶) و داده‌های کیفی از طریق تحلیل محتوا بررسی شدند. یافته‌ها نشان داد که EAW2 در ابعادی مختلف مانند کاربردپذیری، تنوع فرهنگی، و تأکید بر توانش ارتباطات بینافرهنگی بر EW برتری دارد. بااین‌حال، کمبود محتوای محلی و استفاده ناکافی از محتوای چندرسانه‌ای و فناوری‌های نوین از نقاط ضعف آن بود. در مقابل، EW از حیث انطباق با زمینه‌های محلی ایرانی موفق‌تر بود، اما در پوشش تنوع فرهنگی و توسعه توانش ارتباطات بینافرهنگی ناتوان بود. هر دو کتاب در ارائه کمک‌های آموزشی و پلتفرم‌های دیجیتال مشابه عمل کردند و نقاط ضعفی مشترک داشتند. مشارکت‌کنندگان پیشنهاداتی مانند افزودن محتوای محلی، استفاده از محتوای چندرسانه‌ای و فناوری‌های نوین، و تمرکز بر موقعیت‌های واقعی زندگی ارائه کردند. این پژوهش ضمن تأکید بر نقش کتاب‌های درسی در ارتقای توانش ارتباطات بینافرهنگی، نیاز به بازنگری در طراحی آنها را برجسته می‌کند. پیامدهای نظری و عملی این پژوهش شامل تأکید بر تعادل بین فرهنگ محلی و جهانی و استفاده از محتوای چندرسانه‌ای و فناوری‌های نوین است.

Keywords [Persian]

توانش ارتباطات بینافرهنگی
کتاب‌درسی
کیفیت کلی
نگارش انگلیسی دانشگاهی

References

Abdolhay, S., Asharitabar, N., & Sarkeshikian, A. H. (2023). A critical discourse analysis of vision textbooks: Representation of social relations and ideology. Journal of Language Horizons, 7(2), 7–31. https://lghor.alzahra.ac.ir/article_7100_303367a5ea0153e5fc7d67e59321f9e6.pdf

Adhikari, R., & Timsina, T. P. (2024). An educational study focused on the application of a mixed-methods approach as a research method. The OCEM Journal of Management, Technology, and Social Sciences, 3(1), 94–109. http://dx.doi.org/10.3126/ocemjmtss.v3i1.62229

Agustin, A., & Wirza, Y. (2020). Indonesian teachers' perspective towards the use of authentic materials on students' communicative competence in the EFL classroom. In Proceedings of the 2020 4th International Symposium on Computer Science and Intelligent Control (pp. 1–5). Association for Computing Machinery. https://doi.org/10.1145/3440084.3441215

Al-Abdullah, S. (2022). ESP textbook evaluation: The case of Kuwaiti students of business administration. English Language Teaching, 15(10), 75–80. https://doi.org/10.5539/elt.v15n10p75

Al-Makhmari, A. (2024). An evaluation of the writing tasks within “English for me” Omani textbook: A book review. British Journal of Education, 12(8), 22–30. https://doi.org/10.37745/bje.2013/vol12n82230

Ariawan, D. A., Nurkamto, J., & Sumardi, S. (2022). Critical discourse analysis of cultural representations in EFL national commercial textbooks. Studies in English Language and Education, 9(3), 1112–1127. https://doi.org/10.24815/siele.v9i3.24579

Atai, M. R., & Mazlum, F. (2013). English language teaching curriculum in Iran: Planning and practice. The Curriculum Journal, 24(3), 389–411. https://doi.org/10.1080/09585176.2012.744327

Ayu, M. (2020). Evaluation of cultural content in English textbooks used by EFL students in Indonesia. Journal of English Teaching, 6(3), 183–192. https://doi.org/10.33541/jet.v6i3.1925

Banaruee, H., Farsani, D., & Khatin-Zadeh, O. (2023). Culture in English language teaching: A curricular evaluation of English textbooks for foreign language learners. Frontiers in Education, 8, 1–11. https://doi.org/10.3389/feduc.2023.1012786

Basnet, M. (2024). Cultural diversity and curriculum. Panauti Journal, 2, 1–9. https://doi.org/10.3126/panauti.v2i1.66500

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Brown, C. (2023). How well do materials evaluation schemes empower users to detect problematic social group portrayals within ELT materials? A corpus analysis. IARTEM E-Journal, 15(1), 1–14. https://doi.org/10.21344/iartem.v15i1.973

Creswell, J. W. (2021). A concise introduction to mixed methods research. SAGE Publications. https://perpustakaan.poltekkes-malang.ac.id/assets/file/ebook/A_Concise_Introduction_to_Mixed_Methods_Research.pdf

Demir, Y., & Ertaş, A. (2014). A suggested eclectic checklist for ELT coursebook evaluation. The Reading Matrix Journal, 14(2), 243–252. https://readingmatrix.com/files/11-1n844ug7.pdf

Derakhshan, A. (2024). ‘Should textbook images be merely decorative? ‘Cultural representations in the Iranian EFL national textbook from the semiotic approach perspective. Language Teaching Research, 28(1), 79–113. https://doi.org/10.1177/1362168821992264

Efendi, T. A., Nurhidayah, S., & Prihantini, A. F. (2023). An analysis of the English textbook entitled “English for Change” with reference to the independent learning curriculum. LUNAR, 7(2), 1–14. https://doi.org/10.36526/ln.v7i2.3133

Fadilla, G., Amiza, E., Syahrul, S., & Kardena, A. (2024). An analysis of the English textbook “Bright” used for the ninth grade of MTSN 6 Agam. Education Achievement: Journal of Science and Research, 5(3), 1028–1041. https://doi.org/10.51178/jsr.v5i3.2139

Fatimah, U. N., & Budiharso, T. (2025). Content analysis of an English textbook for eleventh graders based on the Merdeka curriculum at SMA Negeri 1 Pracimantoro. Journal Scientific of Mandalika, 6(6), 1660–1674. https://doi.org/10.36312/vol6iss6pp1660-1674

Gheitasi, M., Aliakbari, M., & Yousofi, N. (2020). Evaluation of culture representation in Vision English textbook series for Iranian secondary public education. Two Quarterly Journal of English Language Teaching and Learning University of Tabriz, 12(26), 145–173. https://doi.org/10.22034/elt.2020.11471

Hanh, N. T. B. (2022). Teacher evaluation of the textbook solutions pre-intermediate used in the English program for non-English majors. TNU Journal of Science and Technology, 227(04), 91–99. https://doi.org/10.34238/tnu-jst.5620

Hicham, K., AlQbailat, N. M., Ismail, I. A., Qpilat, N. M., Al-Khawaldeh, N. N., Al-Shboul, O. K., & Masrar, F. Z. (2025). Interculturalizing ELT: Culture-based classes to enhance language skills and intercultural communicative competence dimensions. Ampersand, 14. https://doi.org/10.1016/j.amper.2025.100221

Iswandari, Y. A., & Ardi, P. (2022). Intercultural communicative competence in EFL setting: A systematic review. rEFLections, 29(2), 361–380. https://doi.org/10.61508/refl.v29i2.260249

Jafari, S. M., Curle, S., & Bahraman, M. (2024). An evaluation of English textbook "Prospect 3" in Iranian junior high schools: A mixed methods study. Iranian Journal of Educational Research, 1–33. https://purehost.bath.ac.uk/ws/portalfiles/portal/334599236/FINAL_ACCEPTED_VERSION.pdf

Kassymova, G., Tulepova, S., & Bekturova, M. (2025). Enriching experiences: Unpacking Kazakhstani EFL teachers' attitudes and readiness for an intercultural approach. Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 44(1), 72–91. https://doi.org/10.21831/cp.v44i1.73305

Khodabandeh, F., & Hemmati, F. (2018). Essay writing. Payame Noor University Publications.

Lei, W., & Soontornwipast, K. (2020). Developing an evaluation checklist for English majors’ textbooks in China: Focus on intercultural communicative competence. Arab World English Journal, 11(3), 92–116. http://dx.doi.org/10.24093/awej/vol11no3.6

López-Medina, B. (2021). On the development of a CLIL textbook evaluation checklist: A focus group study. TESL-EJ, 25(1), 1-17.

Mariyono, D. (2024). Indonesian mosaic: The essential need for multicultural education. Quality Education for All, 1(1), 301–325. https://doi.org/10.1108/qea-05-2024-0042

Masoumi Sooreh, E., & Ahour, T. (2020). Internal evaluation of the English textbook "Vision 2" from teachers’ perspectives. Journal of English Language Pedagogy and Practice, 13(27), 237–256. https://doi.org/10.30495/jal.2020.683594

Mukundan, J., & Ahour, T. (2010). A review of textbook evaluation checklists across four decades (1970–2008). In B. Tomlinson & H. Masuhara (Eds.), Research for materials development in language learning (pp. 336–352). Continuum International Publishing Group. https://doi.org/10.5040/9781474211949.ch-021

Mukundan, J., Hajimohammadi, R., & Nimehchisalem, V. (2011). Developing an English language textbook evaluation checklist. Contemporary Issues in Education Research, 4(6), 21–27. http://dx.doi.org/10.19030/cier.v4i6.4383

Nguyen, T. T. M., Marlina, R., & Cao, T. H. P. (2021). How well do ELT textbooks prepare students to use English in global contexts? An evaluation of the Vietnamese English textbooks from an English as an international language (EIL) perspective. Asian Englishes, 23(2), 184–200. https://doi.org/10.1080/13488678.2020.1717794

Novianti, S., & Wirza, Y. (2024). Textbook evaluation: How does it assist intercultural communicative competence? SAGA: Journal of English Language Teaching and Applied Linguistics, 5(1), 1–18. https://doi.org/10.21460/saga.2024.51.178

Nurwahidah, M. (2023). The representation of humanistic values in an English textbook "Symphony 3" for senior high school grade XII by Quadra: A descriptive content analysis [Bachelor’s thesis]. FITK UIN Syarif Hidayatullah Jakarta. https://repository.uinjkt.ac.id/dspace/handle/123456789/66585

Saidi, M. (2021). A comparative study of the previous and the new English language textbook: Pre-university book versus Vision 3. Journal of English Language Teaching and Learning, 13(27), 333–358. https://doi.org/10.22034/elt.2021.42935.2313

Saragih, D. K. (2024). Analysis of student needs for writing textbooks based on local wisdom in the Indonesian literature study program. In EAI (Ed.), Proceedings of the Third International Conference of Humanities, Social Science, and Education (ICHSS). Pamulang University, Surakarta, Indonesia. https://doi.org/10.4108/eai.27-12-2023.2350319

Sari, N. (2022). An Analysis of English Textbook Based on the Evaluation Checklist By Mukundan and Nimehchisalem of the Ninth-Grade Junior High School [Unpublished bachelor’s thesis]. Raden Intan State Islamic University.

Savage, A., & Mayer, P. (2016). Effective academic writing 2 (3^rd ed.). Oxford University Press.

Sedaghatgoftar, N. (2022). Evaluation of an Iranian ELT book series. International Journal of Education and Learning, 4(2), 155–165. https://doi.org/10.31763/ijele.v4i2.767

Shieh, J. J., Reynolds, B. L., & Ha, X. V. (2023). Using a design-based approach to develop a checklist for evaluating preservice teacher learning materials. TESOL Journal, 14(3), e717. https://doi.org/10.1002/tesj.717

Shiryaeva, T., Litvishko, O., & Mosesova, M. (2021). Bilingual textbook as a driver of knowledge transfer in the modern educational environment. ARPHA Proceedings, 4, 820–833. https://ap.pensoft.net/article/22806/

Siregar, R. A., Sukyadi, D., & Yusuf, F. N. (2024). A critical content analysis of writing materials covered in Indonesian high school English textbooks. Studies in English Language and Education, 11(1), 205-227. https://doi.org/10.24815/siele.v11i1.30169

Sujiono, S., Andayani, A., Setiawan, B., & Wardani, N.E. (2023). The effectiveness of a textbook based on multicultural and contextual understanding as a learning material for scientific writing. International Journal of Instruction, 16(2), 347–368. https://doi.org/10.29333/iji.2023.16220a

Syahid, A., Nashir, A. M., Rinalgi, D., Shalehah, H. N., Jannah, M., & Rahmadaniati, N. (2024). Examining the effectiveness of "My Next Words Grade 4": A checklist evaluation. Jurnal Ilmiah Multidisiplin, 3(2), 36–42. https://doi.org/10.56127/jukim.v3i02.1259

Tsatzali, K., Beazidou, E., Stavropoulou, G., Botsoglou, K., & Andreou, G. (2025). The development and validation of the intercultural communicative competence evaluation instrument (ICCEI). Cogent Education, 12(1), 2464374. https://doi.org/10.1080/2331186x.2025.2464374

Wang, Y., & Hemchua, S. (2022). Can we learn about culture by EFL textbook images? A semiotic approach perspective. Language Related Research, 13(3), 479–499. https://doi.org/10.52547/lrr.13.3.19

Yousif, M. R. A. (2025). Technology and the 21st-century learner: Evaluating Iraqi ELT textbooks against international benchmarks. Journal of Imam Al-Kadhum College, 9(1), 181–203. https://doi.org/10.61710/176v9n1

Journal of Applied Linguistics and Applied Literature: Dynamics and Advances

Evaluating Overall Quality and Intercultural Communicative Competence in English Academic Writing Textbooks: A Comparative Study of Iranian and International Resources

References

References

Volume 13, Issue 2
October 2025
Pages 131-154

Evaluating Overall Quality and Intercultural Communicative Competence in English Academic Writing Textbooks: A Comparative Study of Iranian and International Resources

References

References

Volume 13, Issue 2October 2025Pages 131-154

Volume 13, Issue 2
October 2025
Pages 131-154