Yıldız, Zeynep2024-09-242024-09-242024-092024-092024-09-20https://hdl.handle.net/11693/115840Cataloged from PDF version of article.Thesis (Master's): Bilkent University, M.A. in Teaching English as a Foreign Language, İhsan Doğramacı Bilkent University, 2024.Includes bibliographical references (leaves 164-170).The study explores to what extent writing tasks in EFL high school textbooks in Türkiye provide a platform for developing Intercultural Communicative Competence (ICC) as conceptualized by Byram (2021). Through a qualitative content analysis, four textbooks—Uplift (Grade 9), Count Me In (Grade 10), Spice Up (Grade 11), and Notifier (Grade 12)—were analyzed using multiple theoretical frameworks. For intercultural competence, Byram’s (2021) ICC model, with a focus on the Knowledge domain, was employed. To assess communicative competence, the study applied Van Ek’s (1986) model, Halliday’s Language Functions (1975), Adam’s eight Text Types (1985, as cited in Fludernik, 2000), and Bloom’s Revised Taxonomy (Anderson & Krathwohl, 2001). The findings indicate that while the writing tasks in the textbooks include some elements supporting the development of communicative competence, there are notable gaps in developing intercultural competence. The analysis of writing tasks revealed limited representation of, or exposure to, intercultural contexts, and a need for a more systematic integration of key elements of both communicative competence and intercultural competence across all grade levels. Recommendations are made for curriculum developers and textbook writers to incorporate writing tasks that enhance both communicative competence and intercultural competence for better alignment with the needs of students in a globalized world.xvi, 182 leaves : charts ; 30 cm.Englishinfo:eu-repo/semantics/openAccessIntercultural communicative competenceEFL textbooksWriting tasksCommunicative competenceLanguage functionGenreCognitiveRevised taxonomyThesisB162715