A Critical Discourse Analysis of Culture, Values, and Pedagogy in the "Voices Beginner" EFL Textbook in Saudi Arabia

Abstract

This study provides a critical analysis of the "Voices Beginner" English as a Foreign Language (EFL) textbook, focusing on its integration of value-based vocabulary, representation of cultural and ideological themes, and pedagogical relevance for student teachers in the Saudi context. Using the qualitative as well as the quantitative content analysis and principles of critical discourse analysis, the research investigates how the textbook presents environmental, cultural, and social values through reading passages, vocabulary items, and explorer profiles. Findings reveal that while the textbook promotes important global values such as environmental awareness and cultural diversity, it does so predominantly through Western-centered examples and perspectives. Value-laden vocabulary appears throughout the textbook but is often presented without sufficient depth or connection to learners’ local contexts. Cultural representation is imbalanced, with limited inclusion of Arab or Islamic content, which may hinder learner engagement and identity alignment, particularly for future educators. The study concludes that although "Voices Beginner" serves as a linguistically appropriate resource for beginner learners, its educational impact can be enhanced through localized adaptations and supplementary materials. Recommendations are provided to help bridge the gap between global textbook content and the cultural and professional needs of Saudi student teachers, promoting a more inclusive and context-sensitive EFL learning experience.