An analysis of the pragmatic content and global Englishes orientation in Thai ELT textbooks

As English serves a function of a global lingua franca, pragmatic awareness and sensitivity to linguistic diversity are essential for effective intercultural communication. This study investigated how commercial English Language Teaching (ELT) textbooks used in Thai upper-secondary education represent pragmatic competence and global Englishes (GE) perspectives. Drawing on Searle’s speech act framework, the study analyzed the types and distributions of direct and indirect speech acts found in selected textbooks. It also examines how four aspects of GE, including ownership of English, target interlocutors, models and norms, and cultural depictions—are integrated into textbook dialogues. Findings revealed limited representation of speech acts, with directive and expressive acts being most common, often presented in decontextualized or formulaic formats. The GE orientation was rarely found, as most dialogues conformed to native-speaker norms and primarily depicted cultures from inner-circle English-speaking countries. This lack of diverse pragmatic and cultural input suggests a disagreement with the communicative goals of the Thai Basic Education Core Curriculum. The study highlights the need for more inclusive materials that reflect the realities of English as used in global contexts. Implications are discussed for teachers, material developers, and policymakers aiming to foster pragmatic competence.