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Journals / Research on Education and Psychology / 2026 / Volume: 10

Cultural Representation in ELT: A Comparative Analysis of Global and National Coursebooks

Ceyda Yavuz(OSTİM TEKNİK ÜNİVERSİTESİ, REKTÖRLÜK, YABANCI DİLLER BÖLÜMÜ, YABANCI DİLLER ANABİLİM DALI)0009-0009-3885-7249
Gonca Nur Ölmez(ANTALYA BILIM UNIVERSITY, SCHOOL OF FOREIGN LANGUAGES)0000-0002-3381-6730
Gülnur Nermin Efeoğlu(NEVSEHIR HACI BEKTAS VELI UNIVERSITY, FACULTY OF EDUCATION)0009-0009-8859-8230
İsmail Firat Altay(HACETTEPE UNIVERSITY, FACULTY OF EDUCATION)0000-0003-0567-1818
Pages
—
Publication Date
2026-09-02
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The study concludes that local and global coursebooks can complement each other, but both require teacher mediation to promote deeper intercultural awareness in classrooms.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study investigates cultural representation in two English language teaching (ELT) coursebooks: the Ministry of National Education (MoNE) coursebook Waymark 9 and the globally published Cambridge Empower B1 Pre-Intermediate.
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Key Findings & Data:Using qualitative content analysis, it compares Waymark 9 Theme 6 and Empower Unit 4 in terms of cultural models, cultural values, diversity and gender roles, and student agency with critical cultural awareness.
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Conclusion & Impact:The study concludes that local and global coursebooks can complement each other, but both require teacher mediation to promote deeper intercultural awareness in classrooms.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Cultural representation · English language teaching (ELT) coursebooks · Intercultural communicative competence

Abstract

This study investigates cultural representation in two English language teaching (ELT) coursebooks: the Ministry of National Education (MoNE) coursebook Waymark 9 and the globally published Cambridge Empower B1 Pre-Intermediate. Using qualitative content analysis, it compares Waymark 9 Theme 6 and Empower Unit 4 in terms of cultural models, cultural values, diversity and gender roles, and student agency with critical cultural awareness. The findings show that Empower offers wider international references, yet many cultural elements remain surface-level and are framed through target-culture norms, individual choice, and functional social interaction. In contrast, Waymark foregrounds source culture through Turkish cities, food traditions, communal practices, and cultural heritage while also including selected international examples linked to tradition, sustainability, and shared human experience. Both coursebooks present mixed gender representations, combining egalitarian roles with continuing traditional associations. The study concludes that local and global coursebooks can complement each other, but both require teacher mediation to promote deeper intercultural awareness in classrooms.

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Cite This Article

Yavuz, C., Ölmez, G. N., Efeoğlu, G. N., Altay, İ. F. (2026). Cultural Representation in ELT: A Comparative Analysis of Global and National Coursebooks. Research on Education and Psychology, Volume: 10. https://doi.org/10.54535/rep.1978414

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