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In EFL settings, where opportunities to use English beyond the classroom are scarce, English Language Teaching coursebooks become central cultural input. This study investigates and compares the cultural content of local EFL textbooks from Iran and Turkey using Kachru’s concentric model and content analysis. Findings show differing emphases on native versus inner-circle cultural representations and inform discussion of intercultural competence and material design.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-cross-national-investigation-of-cultural-representations-in-iranian-and-turkish-elt-coursebooks/589139/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-cross-national-investigation-of-cultural-representations-in-iranian-and-turkish-elt-coursebooks/589139.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What differences were found between the Iranian and Turkish coursebooks?","Question",{"text":112,"@type":113},"The Iranian coursebook was largely filled with native culture, with limited coverage of expanding-circle subjects, while the Turkish coursebook mainly focused on inner-circle countries and placed little emphasis on native culture.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},589139,1792879322,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","A Cross-National Investigation of Cultural Representations in Iranian and  \nTurkish ELT Coursebooks  \nMonireh Azimzadeh YİĞİT1  \nÇukurova University, Adana, Turkey  \nBayburt University in the ELT department, Turkey  \n[edolgunsoz@gmail.com](edolgunsoz@gmail.com)  \nEmrah Dolgunsöz2  \nBayburt University in the Department of Foreign Language Education, Turkey  \n[monirehyigit@bayburt.edu.tr](monirehyigit@bayburt.edu.tr)  \n[DOI: 10.35974/acuity.v7i2.2780](DOI: 10.35974/acuity.v7i2.2780)  \nAbstract  \nAcquiring second/foreign language competence inherits target culture knowledge and awareness. In this regard, English Language Teaching (ELT) coursebooks play a significant role in culture acquisition especially in an English as a foreign language (EFL) context in which learners have little or no opportunity to practice English outside the classroom. Therefore, the purpose of this study was to investigate and compare the cultural content of local EFL textbooks used in two Muslim countries; Iran and Turkey. Kachru’s concentric model was used to explore cultural contents of Iranian and Turkish 9th grade EFL coursebooks and the data was analyzed through content analysis. Results showed that the Iranian coursebook was vastly filled with native culture along with a few subjects from expanding circle countries such as Russia and China. On the other hand, the main cultural focus of the Turkish EFL coursebook was inner-circle countries while little emphasis was made on native culture. The results were discussed in terms of intercultural competence and material design in the EFL context.  \nKeywords: Culture, coursebook, EFL, ELT, Kachru’s concentric model  \nINTRODUCTION  \nThe English language has long been considered an international language due to its widespread usage among non-native speakers of various languages from different countries. The status of English differs among countries all over the world; while it has a first language (L1) status in some countries; it is adopted either as an official language or as a foreign language (EFL) in several countries. Such diversity in the status of the English language led to a categorization decade ago and Kachru (1985) classified the status of the English language into three main circles the inner circle, outer circle, and expanding circle. Inner circle countries are countries where English has an L1 status which comprises countries such as the United Kingdom, Australia, New Zealand, Canada, and the United States. (Crystal, 2003) . On the other hand, outer circle countries adopted English as the official language and used it commonly in their borders having roots in the colonization period. There are also diversities of English such as standard, pidgin, and creole which were developed as the local language. These outer-circle countries include countries such as Singapore, India, or the Philippines. (Crystal, 1997; Kachru,  \n1985). Expanding circle countries refer to the third category encompassing countries in which English is regarded as a foreign language and intensively taught as a part of the curriculum. Learners in this category learn English only to enable international communication effectively. Examples of expanding circle countries can be countries such as Iran, Russia, Turkey, and China.  \nAccording to Kachru’s concentric circle, Iran and Turkey, which are also geographically neighbors, are categorized as expanding circle countries where English is considered as a foreign language. Due to the nature of the expanding circle, learners' communication opportunities are limited to the classroom context. In this category, the English language is only a topic of formal or informal education and no or little feedback is taken out of the classroom. This limited learning opportunities make English language classrooms more important and thus, increasing the significance of well-designed language materials including textbooks. Textbooks are widely and intensively used in language pedagogy by these cou","cbCaivWMNnXpVvEG","https://ap.wps.com/l/cbCaivWMNnXpVvEG","pdf",273550,14,"English","# Abstract\n# Introduction\n# Literature Review","[{\"question\":\"What differences were found between the Iranian and Turkish coursebooks?\",\"answer\":\"The Iranian coursebook was largely filled with native culture, with limited coverage of expanding-circle subjects, while the Turkish coursebook mainly focused on inner-circle countries and placed little emphasis on native culture.\"}]","A Cross-National Investigation of Cultural Representations in Iranian and Turkish ELT Coursebooks | PDF",1792066622,35]