Examining intercultural learning in Korean High School ‘English Conversation’ textbooks: the role of cultural representations and textbook activities

Revisions to the national curriculum for English language education in Korean high schools have emphasised intercultural learning goals, yet little is known about how textbooks support such learning.This study investigated the intercultural learning potential of two 'English Conversation' textbooks used in Korean high schools by analysing cultural representations and textbook activities in relation to intercultural learning processes of noticing, comparing, reflecting and interacting.Qualitative content analysis revealed that, although the textbooks represented a wider range of cultures than earlier materials, culture was predominantly presented as fixed and consisting of objective norms rather than dynamic practices or perspectives.Moreover, most activities prompted only superficial engagement with students' own cultural knowledge and experiences, offering limited opportunities for deeper personal interpretations or critical reflection.This study contributes to a more comprehensive perspective on the intercultural learning potential of textbooks and identifies the need for materials designers and teachers to consider how tasks and questions can scaffold deeper, reflective engagement with cultural representations and ideas.Findings also suggest the need for clearer policy guidance on intercultural learning objectives and for textbook design that incorporates interactive and reflective tasks, enabling learners to engage critically with diverse cultural perspectives and practices.