The English language textbook (ELT) as one of the main tools for transmitting values influences the development of the value-motivational sphere of learners. This study aims to investigate the implementation of the value-oriented component of education in English language textbooks for secondary schools in the Republic of Kazakhstan. The main method of the study is content analysis of the ELTs, based on the theory of basic values by Sh. Schwartz. The results of the analysis showed that the component under study in the analyzed ELTs is represented across four main value categories according to Sh. Schwartz, namely: 1) Openness to Change, 2) Self-Enhancement, 3) Self-Transcendence, and 4) Conservation. The values from the Conservation category are presented most explicitly, while those from the “Self-Enhancement” category are presented most implicitly. The obtained results indicate that the materials in the ELTs are largely focused on the development of values related to social cohesion and respect for traditions, while insufficient attention is given to values associated with personal achievements and ambitions, which are important for the development of global competence. The study contributes to a deeper understanding of the implementation of the value-based component in ELT materials and emphasizes the need for a balanced representation of all value categories. The results may be useful for textbook developers, educators, and researchers working on value-based education and the formation of global competencies.
Рудик et al. (Wed,) studied this question.
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