Assessing Practical General English Textbook: An Analysis of Overall Quality and Intercultural Communicative Competence Attributes [In English]

This study provides a comprehensive evaluation of Practical General English, a widely adopted university-level textbook, with a focus on its overall quality and its integration of intercultural communicative competence (ICC) attributes. Employing a mixed-methods approach, the research draws on data collected from 30 Iranian university professors specializing in language education. Data were gathered through a 61-item checklist, developed by Lei and Soontornwipast (2020), which assessed two primary dimensions: Overall Quality (22 items) and ICC Attributes (39 items). Additionally, semi-structured interviews with five open-ended questions provided qualitative insights into the textbook’s strengths and limitations. Quantitative findings revealed moderate to high satisfaction among professors, with an overall quality mean score of 3.92 (SD = 0.62) and an ICC attributes mean score of 3.78 (SD = 0.71), based on a 5-point Likert scale. The Practicality theme scored highest (M = 4.05, SD = 0.58), indicating the textbook’s user-friendliness and adaptability, while Teaching Aids (M = 3.72, SD = 0.69) and Activities and Exercises (M = 3.71, SD = 0.70) received lower scores, suggesting deficiencies in supplementary resources and interactive tasks. Statistical analyses, including independent and paired-samples t-tests, showed no significant differences across themes or between dimensions (p > 0.05), indicating consistent perceptions of the textbook’s strengths and weaknesses. Qualitative analysis highlighted the textbook’s robust inclusion of cultural content, such as global festivals and intercultural scenarios, which professors noted fostered cultural awareness and empathy among students. However, recurring critiques highlighted the insufficient technological integration, including the lack of interactive digital tools and multimedia resources, as well as a notable absence of teacher training materials to support ICC-focused instruction. These gaps align with contemporary literature advocating for technology-enhanced learning and educator preparedness to optimize ICC development (Byram et al., 2021; Godwin-Jones, 2022). The study highlights the effectiveness of Practical General English in supporting linguistic proficiency and ICC, but recommends enhancements to digital resources and instructor guidance to maximize its impact. By addressing these areas, the textbook could better prepare students for intercultural interactions in globalized contexts. This research contributes to the broader discourse on language textbook evaluation, offering actionable insights for educators and curriculum designers to refine language education programs and foster ICC in diverse, globalized classroom settings.