Volume 8, Issue 2 (Journal of Studies in Applied Language (JSAL) 2025)
JSAL 2025, 8(2): 35-48 |
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Badpa H, Zare Behtash E. (2025). Assessing Practical General English Textbook: An Analysis of Overall Quality and Intercultural Communicative Competence Attributes. JSAL. 8(2), 35-48.
URL: http://jsal.ierf.ir/article-1-182-en.html
URL: http://jsal.ierf.ir/article-1-182-en.html
1- Department of English Language and Literature, Faculty of Literature and Languages, Arak University, Arak, Iran , h-badpa.03@phd.araku.ac.ir
2- Department of English, Faculty of Humanities and Management, Chabahar Maritime University, Chabahar, Iran
2- Department of English, Faculty of Humanities and Management, Chabahar Maritime University, Chabahar, Iran
Abstract: (226 Views)
This study evaluates Practical General English, a widely used university-level textbook, focusing on its overall quality and integration of intercultural communicative competence (ICC) attributes. Using a mixed-methods approach, data were collected from 30 Iranian university professors via a 61-item checklist (Lei & Soontornwipast, 2020) and semi-structured interviews. Quantitative results indicated moderate to high satisfaction, with mean scores of 3.92 (SD = 0.62) for overall quality and 3.78 (SD = 0.71) for ICC attributes. Qualitative analysis revealed strengths in cultural content but identified gaps in technological integration and teacher training resources. Statistical tests showed no significant differences across themes (p > 0.05). The findings suggest that while Practical General English effectively supports ICC development, enhancements in digital tools and instructor guidance could optimize its impact. This study contributes to the discourse on language textbook evaluation, offering actionable insights for educators and curriculum designers aiming to foster ICC in globalized classrooms settings.
Keywords: Assessment, Language Education, Cross-Cultural Communication Skills, Linguistic Instruction, Functional English
Type of Study: Research |
Subject:
Language Teaching
Received: 2025/05/15 | Accepted: 2025/05/31 | Published: 2025/05/31
Received: 2025/05/15 | Accepted: 2025/05/31 | Published: 2025/05/31
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