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A Comparative Analysis of Character Values Representation in Iranian High School English Textbooks | ||
| Teaching English as a Second Language Quarterly | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 29 بهمن 1404 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2026.54594.3459 | ||
| نویسندگان | ||
| Farzane Safarzade Samani1؛ Mansoor Ganji* 2؛ Ali Beikian1؛ Amir Mohammadian1 | ||
| 1English Department, Faculty of Management and Humanities, Chabahar Maritime University, Chabahar, Iran | ||
| 21. Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran 2. English Department, Faculty of Management and Humanities, Chabahar Maritime University, Chabahar, Iran | ||
| چکیده | ||
| Despite growing interest in character education globally, there remains a notable lack of research on character education in the Iranian EFL context. This descriptive study aimed to examine the extent to which character values were present and their frequency of distribution in the Iranian high school English textbooks Prospect Series and Vision Series and to see if there are violations of these character values. Quantitative data were gathered through content analysis of these two English textbook series, focusing on the frequency and distribution of the character values based on the 18-character values checklist by Pratiwi et al. (2021). The results showed that communicative values (e.g., interaction, cooperation, and social engagement) were the most frequently represented (f = 211), reflecting the series’ emphasis on basic language use and classroom interaction at the junior high school level. Values of Democratic (f=9), Honest (f=5), and Environmental caring (f=10) appeared less frequently, suggesting room for more intentional integration. Character values of being Communicative (f=93), Disciplined (f=103), and Hardworking (f=74) dominated across the Vision series, while values such as being Honest (f=6), Democratic (f=5), and Social Caring(f=11) were rarely found, indicating a gap in promoting personal initiative and participatory classroom culture. Furthermore, a closer qualitative analysis revealed several instances in which textbooks content may unintentionally undermine values such as honesty, tolerance, democracy, peace loving in Prospect Series, and tolerance, peace-loving, creativity, and respect in Vision Series through stereotyping, dichotomous moral framing, or neutral presentation of conflict-related themes. | ||
| کلیدواژهها | ||
| Character Values؛ Value education؛ Hidden curriculum؛ Prospect series؛ Vision series | ||
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آمار تعداد مشاهده مقاله: 54 |
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