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This study aims at exploring the issue of “globality” in global coursebooks as manifested in investing features of connectedness, avoiding inappropriacy, and preserving inclusivity. To do this exploration, two research methods, content analysis and the questionnaire, were adopted. The content of an example of global coursebooks, Headway Intermediate (H/I), in addition to the perception of 251 of its users at Institute Bourguiba for Living Languages (IBLV) were investigated. The results obtained revealed that “globality,” in terms of connectedness, inappropriacy, and inclusivity is partial in H/I as learners’ perceptions of it do not map with the content in the coursebook. This study raises questions about the suitability of global coursebooks to globally diverse learners and reveals the necessity of taking measures in the direction of localizing the content of English as a foreign language (EFL) coursebooks.
Mimoun Melliti (Tue,) studied this question.
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