| تعداد نشریات | 24 |
| تعداد شمارهها | 924 |
| تعداد مقالات | 8,295 |
| تعداد مشاهده مقاله | 16,557,505 |
| تعداد دریافت فایل اصل مقاله | 13,967,334 |
Character Values Representation in Iranian High School English Textbooks | ||
| Teaching English as a Second Language Quarterly | ||
| دوره 45، شماره 3، شهریور 2026، صفحه 71-102 اصل مقاله (1.22 M) | ||
| 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 | ||
| This descriptive study aimed to examine the extent to which character values were present and their distribution in the Iranian high school English textbooks Prospect Series and Vision Series, and to determine whether these character values were violated. Quantitative data were gathered through content analysis of these two English textbook series, focusing on the frequency and distribution of the 18 character values, as defined by the 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 textbook content may unintentionally undermine values such as honesty, tolerance, democracy, peace-loving, creativity, and respect 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. These findings suggested that character education in Iranian EFL textbooks is present but unevenly operationalized. | ||
| کلیدواژهها | ||
| character values؛ value education؛ hidden curriculum؛ prospect series؛ vision series؛ character violation | ||
| مراجع | ||
|
Afriani, Z. L. (2019). Character education reinforcement in the EFL classroom. Jurnal Edulingua, 6(2), 69-76. https://doi.org/10.34001/edulingua.v6i2.1182
Aliakbari, M., & Allahmoradi, N. (2014). On the effects of globalization in EFL learning motivation: The case of Iran. International Journal of Linguistics, 6(4), 117–127. doi:https://doi.org/10.5296/ijl.v6i4.6126
Al-Jamal, D. A., & Younis, A. B. (2023). The extent of social values inclusion in Jordanian EFL textbooks. Journal of Learning for Development, 10(2), 287–301. Retrieved from https://pdfs.semanticscholar.org/f826/246f47cb5d4c93009a7768baa83ee6d96f78.pdf
Almerico, G. M. (2014). Building character through literacy with children’s literature. Research in Higher Education Journal, 26(1), 1-13.
Alsubaie, M. A. (2015). Hidden curriculum as one of current issue of curriculum. Journal of Education and Practice, 6(33), 125-128.
Amani Eshkaftaki, Z., & Asadi, M. (2025). Representation of Iranian Islamic Culture In High School English Textbooks: The Case of Vision Series. Research in English Language Education Journal, 4(2), 17-30. 10.48210/relej.2025.19155.1131
Amini Mashhadi, S., & Ghaffari, A. (2014). A reflection on the approaches to values education: A review about values education and its development in the education system of Iran. Foundations of Education, 3(2), 89–110. https://doi.org/10.22067/fe.v3i2.23550
Arthur, J. (2003). Education with character: The moral economy of schooling. RoutledgeFalmer.
Asri, & Deviv, S. (2023). Character Education: A Review of Implementation and Challenges in Schools. Journal of Indonesian Scholars for Social Research, 4(1), 1-6. doi:https://doi.org/10.59065/jissr.v4i1.125
Baker, W. (2012). From cultural awareness to intercultural awareness: Culture in ELT. ELT Journal, 66(1), 62–70. https://doi.org/10.1093/elt/ccr017
Berkowitz, M. W., & Bier, M. C. (2005). What works in character education: A research-driven guide for educators. Character Education Partnership.
Berkowitz, M. W., & Bier, M. C. (2007). What works in character education. Journal of Research in Character Education, 5(1), 29–48.
Blumberg, R. L. (2008). The invisible obstacle to educational equality: Gender bias in textbooks. Prospects, 38(3), 345-361. https://doi.org/10.1007/s11125-009-9086-1
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (second ed.). Longman.
Cates, K. (1997). New trends in global issues and English teaching. The Language Teacher, 21(5), 1–5.
Cortazzi, M., & Jin, L. (1999). Cultural mirrors: materials and methods in the EFL classrooms. In E. Hinkel, Culture in second language teaching and learning (pp. 196-219). Cambridge University Press.
Cunningsworth, A. (1995). Choosing your coursebook. Heinemann.
Davidson, M., Lickona, T., & Khmelkov, v. (2008). Smart and good schools: A new paradigm for high school character education. In L. P. Nucci, & D. Narvaez, Handbook of Moral and Character Education (pp. 370-390). New York: Routledge.
Dornyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
Gardner, H. (2006). Five minds for the future. Harvard Business School Press.
Hapsari, P. L. (2013). Character education values in reading section of E-Enlish textbooks for senior high school students grade XI. Journal of English Language Teaching, 2(1), 1-6. https://doi.org/10.15294/elt.v2i1.1559
Hermawan, B., & Noerkhasanah, L. (2012). Traces of cultural diversity in English textbooks for primary education. Indonesian Journal of Applied Linguistics, 1(2), 49–61. https://doi.org/10.17509/ijal.v1i2.84
Hirdayu, N., Anwar, A., & Hidayat, W. (2022). Analysis of character education value on English textbook students grade seventh of Smpn 10 parepare. Inspiring: English Education Journal, 5, 1-10.
Islami, M. (2016). Character values and their internalization in teaching and learning English at Madrasah. Dinamika Ilmu, 16, 279-289.
Jackson, P. W., Boostrom, R. E., & Hansen, D. T. (1993). The moral life of schools. San Francisco: CA: Jossey-Bass.
Kamaruddin, S. A. (2012). Character education and students' social behavior. Journal of Education and Learning, 6(4), 223-230. https://doi.org/10.11591/edulearn.v6i4.166?referrer=grok.com
Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press.
Krippendorff, K. (2004). Content analysis: An introduction to its methodology (second ed.). London: Sage Publications, Inc.
Lee, J. F., & Li, X. (2020). Cultural representation in English language textbooks: A comparison of textbooks used in mainland China and Hong Kong. Pedagogy, Culture & Society, 28(2), 285–307. doi:https://www.tandfonline.com/doi/abs/10.1080/14681366.2019.1681495
Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. Bantam Books.
Lickona, T., Schaps, E., & Lewis, C. (2003). CEP's eleven principles of effective character. Character Education Partnership.
Lovat, T. (2005). Values education and teachers’ work: A quality teaching perspective. New Horizons in Education, 112, 1-13. https://doi.org/10.1177/000494410504900303
Nova, M. (2017). Character education in Indonesian EFL classroom: Implementation and obstacles. Jurnal Pendidikan Karakter, 7(2), 142–157
Nurjamin, L. R., & Syafitri, G. A. (2021). An EFL teacher’s voice on the inculcation of character. Journal of English Pedagogy and Applied Linguistics, 1(2), 133-146. doi:https://doi.org/10.32627/jepal.v1i2.39
Pala, A. (2011). The need for character education. International Journal of Social Science and Human Studies, 3(2), 23-32.
Pohan, E., & Malik, A. (2018). Implementing character values in English language learning and teaching. Science, Engineering, Education, and Development Studies, 2(1), 21-28. https://doi.org/10.20961/seeds.v2i1.24080
Pratiwi, I., Mirizon, S., & Inderawati. (2021). Character building implied in English lessons as prescribed in 2013 curriculum. Journal of English Education, 9(2), 367-376.
Rashidi, N., & Meihami, H. (2016). Hidden curriculum: An analysis of cultural content of the ELT textbooks in inner, outer, and expanding circle countries. Cogent Education, 3(1). doi:https://doi.org/10.1080/2331186X.2016.1212455
Rasti, A. (2021). An investigation into the type and amount of representation of intended values of Iran's national curriculum document in Vision series. Journal of Foreign Language Research, 11(4), 713–727.10.22059/jflr.2021.315848.789.
Riazi, A. M. (2003). What do textbook evaluation schemes tell us? A study of the textbook evaluation schemes of three decades. In W. A. Renandya, Methodology and materials design in language teaching (pp. 52–68). SEAMEO Regional Language Center.
Riazi, A. M., & Mosallanejad, N. (2010). Evaluation of learning objectives in Iranian high school and pre-university English textbooks using Bloom’s taxonomy. TESL-EJ, 13(4), 1-16.
Sari, M. (2019). Teachers' strategies in integrating character education in EFL classroom. Journal of English Language Teaching and Linguistics, 4(2), 155–168.
Setiawan, B. (2017). Integrating local culture into English teaching materials for Indonesian EFL context. English Language Teaching Journal, 5(2), 89–98.
Singh, B. (2019). Character education in the 21st century. Journal of Social Studies, 15(1), 1-12. https://doi.org/10.21831/jss.v15i1.25226
Sunderland, J. (2004). Gendered discourses. Palgrave Macmillan.
Sunggingwati, D., & Yusuf, Q. (2021). Character education in the EFL textbooks: A case of Indonesia. Indonesian Journal of EFL and Linguistics, 6(1), 97–118. https://doi.org/10.21462/ijefl.v6i1.331
Tajik, L., & Akbari, R. (2012). Second-language teachers’ moral knowledge base: A comparison between experienced and less experienced, male and female practitioners. Journal of Moral Education, 41(1), 39-59.https://doi.org/10.1080/03057240.2011.630384
Tavakoli, M., & Mehdipour, F. (2018). A critical discourse analysis of EFL textbooks in Iranian high schools: a gender perspective. Applied Research on English Language, 7(2), 201-226. https://doi.org/10.22108/ARE.2018.110041.1103
Tomlinson, B. (2011). Materials development in language teaching (2nd ed.). Cambridge University Press.
UNESCO. (2015). Global citizenship education: Topics and learning objectives. Retrieved from UNESCO: https://unesdoc.unesco.org/ark:/48223/pf0000232993
Utami, P. A., Rohmatillah, & Ridho, M. (2021). Character values: What are they, and how are they integrated in English textbook texts? English Education: Jurnal Tadris Bahasa Inggris, 14(2), 294-319. https://doi.org/10.24042/ee-jtbi.v14i2.9881
Zannah, F., & Hidayah, Y. (2020). Implementation of character education in teaching and learning English by the students practice field experience activities online during the covid 19 pandemic. Proceedings of the 4th International Conference on English Language Teaching, 4(1), 72–80. | ||
|
آمار تعداد مشاهده مقاله: 201 تعداد دریافت فایل اصل مقاله: 151 |
||