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Journal: Theory and Practice of Second Language Acquisition

Some Libya EFL University Students’ Attitudes towards Using Authentic Materials for Reading Classes Abstract This study investigates the attitudes of 100 Libyan English foreign language (EFL) university students towards using authentic materials in the l

Salama Embark Saleh

Language: EN | Published: 30-06-2017 | Abstract

This study investigates the attitudes of 100 Libyan English foreign language (EFL) university students towards using authentic materials in the language classroom. The quantitative data of this study was collected through close-ended questionnaire. The majority of the students believed that exposing foreign language (FL) learners to authentic materials has a positive impact on developing their reading skills and on enhancing their awareness about the culture of the target language. However, they emphasize the importance of introducing these materials in small portions and the need for promoting teachers’ and students’ motivation and interest in these materials

Despite the challenges and the difficulties that may impede the process of introducing authentic material in the FL classroom, it represents a valuable and useful resource for teachers to use in order to motivate students and develop their language proficiency.

2017-06-30



Journal: Theory and Practice of Second Language Acquisition

Classroom learning environment and its influence on selected aspects of foreign language attainment. Insights from students.

Anna Michońska-Stadnik

Language: EN | Published: 14-12-2018 | Abstract

The twenty first-century learning environment, the classroom in particular, is believed to create conditions for a language learner to engage in autonomous and cooperative learning activities. It is also believed to develop and sustain motivation, to foster self-regulation and – last but not least – to facilitate the learning process. The learning environment is composed of the learner, other students, the teacher and the physical environment, i.e. the furniture and equipment. The research presents students’ opinions concerning the positive and negative influences of selected aspects of the classroom environment on their language learning process, motivation, ability to self-assess, self-confidence and attitudes to the target language and culture. As seen from data analysis, it is the teachers whose knowledge, behaviours and attitudes appear to have the biggest influence on students’ learning process. The opinions are collected from students’ written guided interviews and may become an inspiration for teacher educators at the university level.

2018-12-14



Journal: Theory and Practice of Second Language Acquisition

Islamic Ideologies, National Identity or Intercultural Competence: A Critical Content Analysis of Iranian EFL Textbooks

Aysheh Mohammadzadeh , Hamed Zarabi

Language: EN | Published: 21-11-2025 | Abstract | pp. 1-27

This study critically analysed the content of the Iranian EFL (English as a Foreign Language) textbook series, Prospect, to examine the representation of Islamic and Iranian ideologies and the potential implications for the development of intercultural competence among Iranian learners. Using a combination of quantitative content analysis and qualitative thematic analysis, the study investigated the frequency and categories of Islamic and Iranian ideological content in the textual and visual components of the textbooks. The findings indicated a strong emphasis on the inclusion of Islamic values, traditions, and cultural elements throughout the Prospect series, accounting for 54% of the overall textual content compared to 46% for Iranian elements. The visual representation exhibited the same imbalanced distribution, with Islamic imagery continuing to dominate the visual representations. The qualitative analysis further revealed that the textbook content reflects a concerted effort to incorporate Islamic ideologies, including religious beliefs, practices, and moral teachings, across various categories such as content, language, visuals, cultural references, and values. While the textbooks did include some Iranian cultural elements, the overall approach suggests an aim to align the materials with the ideological priorities of the Iranian government and educational system. These results raise concerns about the Prospect series’ ability to foster true intercultural competence among learners, as the limited inclusion of international or target culture elements may hinder their preparation for effective cross-cultural communication. The study calls for a more balanced and inclusive approach to cultural representation in Iranian EFL textbooks, one that integrates both local and global perspectives to better meet the needs of language learners in a globalized world.

2025-11-21



Journal: Theory and Practice of Second Language Acquisition

The Cultural Component of Selected LSP Textbooks in the Area of Business and Their Potential for Developing Intercultural Competence

Teresa Maria Wlosowicz

Language: EN | Published: 25-10-2024 | Abstract | pp. 1-37

The article aims to investigate the cultural component of selected LSP textbooks in Business English, German, French and Spanish from the point of view of their potential for developing intercultural competence, which is indispensable in business communication (Stegu, 2017). The study analyses the cultural content of twenty textbooks as well as activities aimed at developing and practising intercultural skills. As the results show, they include different cultural information and focus on developing different skills. Moreover, they mostly present such information implicitly rather than explicitly, for example, model business letters show how business correspondence is written in the target language culture, without making explicit statements on politeness in that culture. It is thus the teacher’s role to select the textbooks, draw the learners’ attention to the cultural elements, and to supplement the books with other materials.

2024-10-25