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Amani Eshkaftaki, Zahra, Asadi, Meysam. (1404). Representation of Iranian Islamic Culture In High School English Textbooks: The Case of Vision Series. نظریه و عمل در تربیت معلمان, (), -. doi: 10.48210/relej.2025.19155.1131
Zahra Amani Eshkaftaki; Meysam Asadi. "Representation of Iranian Islamic Culture In High School English Textbooks: The Case of Vision Series". نظریه و عمل در تربیت معلمان, , , 1404, -. doi: 10.48210/relej.2025.19155.1131
Amani Eshkaftaki, Zahra, Asadi, Meysam. (1404). 'Representation of Iranian Islamic Culture In High School English Textbooks: The Case of Vision Series', نظریه و عمل در تربیت معلمان, (), pp. -. doi: 10.48210/relej.2025.19155.1131
Amani Eshkaftaki, Zahra, Asadi, Meysam. Representation of Iranian Islamic Culture In High School English Textbooks: The Case of Vision Series. نظریه و عمل در تربیت معلمان, 1404; (): -. doi: 10.48210/relej.2025.19155.1131

Representation of Iranian Islamic Culture In High School English Textbooks: The Case of Vision Series

Research in English Language Education Journal | Farhangian University
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 19 مرداد 1404
نوع مقاله: Article
شناسه دیجیتال (DOI): 10.48210/relej.2025.19155.1131
نویسندگان
Zahra Amani Eshkaftaki1؛ Meysam Asadi* 2
1Ministry of Iran Education
2Ministry of Education
چکیده
This study aimed to critically examine the representation of Iranian Islamic culture in English language textbooks, specifically the Vision series used in high schools, within Iran's socio-political context. Employing a mixed-methods approach, data were collected from 60 EFL teachers through questionnaires and semi-structured interviews. Analysis of textbook content revealed that while the series includes references to various Iranian ethnicities, there is a notable emphasis on regional representation, particularly in Vision 2. Quantitative findings indicated that teachers acknowledged the importance of integrating artistic and cultural elements of Iranian identity, supported by a statistically significant mean score reflecting their appreciation for such content. Qualitative insights highlighted diverse attitudes among teachers; some expressed satisfaction with cultural representation, whereas others emphasized the need for more Islamic elements. This variation corresponded with the educators' experience levels and familiarity with the curriculum. Overall, the study underscores that a balanced approach to English language instruction can enhance linguistic proficiency while fostering cultural identity, advocating for the development of educational materials that respect local cultural contexts and contribute to a meaningful language learning experience for Iranian students.
کلیدواژه‌ها
Vision Series Books؛ Iranian Islamic Culture؛ EFL؛ mixed-method research
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تعداد مشاهده مقاله: 84


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