Jul 2026· Journal of Languages and Language Teaching· 0 citations
Abstract
Moral education has become an important concern in English Language Teaching (ELT) materials, as coursebooks are expected to support both language development and learners’ character formation. In Indonesia, this role is reflected in the prescribed Student Profiles. This study aims to examine how moral values are represented in Indonesian Grade 7 English coursebooks from a multimodal perspective. Employing qualitative content analysis, the study analyzes three widely used coursebooks, namely English for Nusantara, Bright an English, and Interactive English, using Kress and van Leeuwen’s (2006) multimodal framework and the six dimensions of the prescribed Student Profiles. The findings reveal that moral values are conveyed both explicitly and implicitly through verbal texts, visual images, and learning activities; however, their distribution is uneven, with certain values consistently prioritized while others remain marginal. The analysis also shows differing orientations toward local and global moral values across the coursebooks. These findings suggest that although multimodal resources enrich moral meaning-making, their effectiveness depends on pedagogical framing and opportunities for critical engagement. The study concludes that a more balanced and critically mediated integration of moral values is needed to better support learners’ moral development, with implications for coursebook design and classroom practice.
Coursebooks play a central role in English language instruction worldwide. However, variations in educational goals, curriculum standards, and cultural contexts often lead to differences in coursebook design and content. This study adopts a global perspective to evaluate English coursebooks used in the third year of English language learning across four countries; Uzbekistan, Iraq, Ukraine, and Türkiye. Using a Coursebook Evaluation Template (CET), the analysis focuses on key aspects; coursebook components, language skills and activities, cultural representation, pedagogy, and gender representation. The findings reveal that while each coursebook reflects its country’s national educational priorities, they consistently feature themes related to children's everyday lives, support language learning through familiar contexts, and offer engaging materials that foster communication skills. All four coursebooks effectively use appealing visuals, relatable topics, and age-appropriate activities to capture students' interest and enhance their learning experience. Some differences are also evident, such as variations in gender representation. Türkiye, in particular, shows the most balanced portrayal of male and female characters in both text and illustrations. By analysing third-year of English learning coursebooks from four countries, this study highlights the role of coursebooks in shaping language education globally. It also underscores the need for future research that includes learners' perspectives and longitudinal studies to better understand the long-term impact of coursebook use on students’ language development and cultural awareness.
Yasemin Kırkgöz· Uludağ Üniversitesi Eğitim F...· 0 citations
Since China is placing increasing emphasis on international engagement in education and English is functioning more widely as a lingua franca (ELF), this study examines the extent to which senior high school English textbooks reflect a Global Englishes (GE) orientation. Using qualitative content analysis, the textual, visual, and auditory elements of three textbooks officially approved by China’s Ministry of Education (MoE) were analyzed through the lens of the 2018 GE framework. The analysis focused on six dimensions: target interlocutors, ownership, norms, cultures, needs, and assessment criteria. The results show that all three textbooks exhibit aspects that are in line with a GE orientation, including representation of diverse English users, acknowledgment of global ownership of English, inclusion of lexical variation, pluralistic cultural representations, communicative assessment forms, and attention to global communication needs. However, native-speakerism remains influential. Although cultural content appears diverse and fluid, it often lacks sufficient depth to foster critical intercultural awareness. Overall, the results reveal both progress and continuing limitations in integrating GE principles into Chinese English language teaching (ELT). These findings highlight the need for more inclusive and pedagogically coherent resources to better prepare students for effective communication in global contexts.
Lin Chen, Jutarat Vibulphol· LEARN Journal : Language Edu...· 0 citations
This study examines how culture is represented in two internationally published English for Specific Purposes (ESP) textbooks used in Vietnamese higher education, Professional English in Use: Finance (Cambridge University Press) and English for Logistics (Oxford University Press). Drawing on Cortazzi and Jin’s [15] tripartite classification of source, target, and international cultures, together with Byram’s [3] model of intercultural communicative competence (ICC), the study analyses both the cultural references contained in the textbooks and the learning opportunities through which those references are pedagogically addressed. The findings reveal contrasting cultural profiles. Target-culture content, particularly Anglo-American institutions and professional practices, predominates in the finance textbook, whereas international-culture references are more frequent in the logistics textbook. Both materials nevertheless display an almost complete absence of Vietnamese cultural perspectives. The two books also differ pedagogically. Whereas the finance textbook relies primarily on vocabulary-focused exercises, the logistics textbook includes a greater number of communicative tasks and a wider range of international settings. Even so, neither provides systematic support for all five components of Byram’s ICC model, and opportunities to develop critical cultural awareness remain particularly limited. These findings suggest that internationally published ESP textbooks cannot, by themselves, fully address the intercultural demands facing Vietnamese graduates. Locally relevant supplementary materials and tasks are therefore required to connect professional English with Vietnamese institutional contexts and the culturally diverse interactions characteristic of regional and international workplaces.
Thai Thi Thanh Tuyen, Vu Thi Phuong Thanh· World Journal of Advanced Re...· 0 citations
Character formation is a central concern in higher education because universities are expected to develop students who are not only academically competent but also morally responsible in academic and social life. This study examines how student character is formed through the interconnected dimensions of moral knowing, moral feeling, and moral action within the campus ecosystem. A descriptive qualitative design with an interpretive thematic orientation was employed at the Faculty of Education, State University of Surabaya, Indonesia. Twenty-four participants, comprising 16 students, five lecturers, and three student-affairs personnel, were selected through purposive sampling with maximum variation. Data were collected over three months through semi-structured interviews, participant observations, and document analysis. The data were analysed using the interactive model of Miles, Huberman, and Saldaña, while Lickona’s framework was used as a sensitising analytical perspective. The findings generated four interrelated themes: moral knowing, moral feeling, moral action, and tensions between moral understanding and moral practice. Students developed an understanding of honesty, discipline, responsibility, social concern, communication ethics, and academic integrity through learning and institutional guidance. These values were internalised through lecturer role modelling, peer relationships, empathy, and collective experiences, and were enacted through responsible academic behaviour, cooperation, respectful communication, and participation in student activities. However, the transition from moral understanding to consistent action was influenced by peer norms, academic pressure, digital technology, personal convenience, and inconsistent habituation. The study contributes an ecosystem-based model showing that character formation emerges through the interaction of learning, lecturer role modelling, habituation, academic culture, peer interaction, and student activities. Universities should therefore integrate character development across curricula, teaching practices, academic-integrity policies, student mentoring, and responsible digital practices.
I. Artha, Tri Ulya Qodriyati, Widodo et al.· International journal of res...· 0 citations
Learning materials at the elementary level are often used as the main source for developing students’ basic language skills. However, beyond their surface function, textbooks may also carry implicit meanings that influence how students understand the world around them. This study investigates the hidden curriculum embedded in the Grade 4 English student textbook (LKS) titled My Next Words Grade 4 “Student’s Book for Elementary School”, published by the Indonesian Ministry of Education, Culture, Research, and Technology in 2021. This research uses a discourse analysis approach to explore how gender is represented through character names, assigned roles, language use, and activity contexts across the twelve units in the textbook. The results show that there is a pattern of gender asymmetry in the material, where female characters, especially Cici, are more frequently associated with domestic activities such as cooking, cleaning, and taking care of others, while male characters such as Joshua, Made, and Fahri appear in more varied and active roles in broader contexts. These patterns indicate that the textbook does not only function as a tool for language learning, but also implicitly conveys traditional gender roles to students. This study highlights the importance of developing more balanced and inclusive learning materials to support a fair understanding of gender roles from an early stage.
Yulianto Aditia, I. Amalia, Quthrotun Ni'mah et al.· Priviet Social Sciences Jour...· 0 citations
This study examines how digital representations are incorporated into the English textbook for senior high school students in Indonesia titled Life Today (2022), published by the Ministry of Education, Culture, Research, and Technology. Given rapid technological advancements, English language curricula should reflect how digital technologies are integrated into learning and support the development of students’ digital literacy. It remains unclear how much digital content is covered in the book. This study employs qualitative content analysis of the book’s 24 sections, highlighting three main aspects: digital devices, digital activities, and digital culture. Findings indicate the presence of digital elements, though they are not evenly distributed across all chapters and sections. Digital activities appear with increasing frequency, while digital devices and cultural elements are not always presented consistently. Furthermore, digital elements mostly appear through tasks requiring responses, which tend to hinder students’ active participation. The absence of interactive digital features indicates that the textbook emphasizes conceptual understanding over engaging students in digital activities. These results underscore the need for a more structured and balanced approach to integrating digital practices into the curriculum, so that students can improve their digital literacy more effectively.
Fathur Rahman, Dewi Sri Wahyuni· IJEE (Indonesian Journal of...· 0 citations