CULTURAL CONTENT ANALYSIS OF ENGLISH TEXTBOOKS IN HIGHER EDUCATION: A CASE OF THAILAND’S DEEP SOUTH

The aims of this study were to investigate the categories and types of
cultures presented in the vocabulary, listening, reading, and speaking sections of
“Empower” and “Personal Best” textbooks used by non-English major students at
higher education in Thailand's Deep South and to determine which textbooks more
effectively enhance students’ intercultural awareness. This study analyzed data
using the qualitative research method. The frequency and percentage of cultural
categories, namely source, target, and international cultures, and cultural types (big
“C” and little “c”) were used to compare the cultural promotion of intercultural
awareness in the two English textbooks.
The findings of the study found that both textbooks dedicated significant
attention to international and target cultures, while the representation of the source
culture was relatively limited. Furthermore, both textbooks contained a significant
amount of content related to little “c” culture, particularly in themes such as
"Lifestyles,” “Food," and "Hobbies." Additionally, both textbooks placed a stronger
emphasis on little “c” culture rather than big “C” culture. In terms of cultural
awareness, both textbooks limited attention to the source culture and focused on
little “c” culture, which might hinder the promotion of learners’ intercultural
awareness.
Keywords: Content Analysis, EFL Textbook, Categories and Types of Culture,
Intercultural Awareness