A Comparative Analysis of the Representation Dimension in Arabic Textbooks of Iran and Egypt Based on Kress and Van Leeuwen’s Social Semiotics: A Case Study of the Ninth Grade of Middle School

Document Type : Original Article

Authors

1 Master's student in Arabic Language and Literature; Department of Persian Language and Literature; Faculty of Literature and Humanities; University of Birjand

2 2 Assistant Professor of Arabic Language and Literature, Faculty of Literature and Humanities, University of Birjand, Birjand, Iran

10.48310/alle.2025.4506

Abstract

Since images in educational texts play a significant role, their methodical use can facilitate learning and enhance the cognitive performance of learners. In the present study, the images in the Arabic textbooks of Iran and Egypt for the ninth grade of middle school are analyzed quantitatively and qualitatively, focusing on various dimensions of representation—including the process and participant dimensions—based on Kress and Van Leeuwen’s (2006) social semiotics. Additionally, the study examines how the meaning of these images is conveyed in alignment with learners’ knowledge and their cognitive and perceptual development, drawing on Guo and Feng’s (2015) developmental perspective. The aim is to investigate how information is transmitted to students in the two countries through these images.
The findings reveal that, in terms of the process dimension, both textbooks primarily emphasize narrative images, though the Iranian textbook pays greater attention to the analytical aspects of visual content. Regarding the participant dimension, the Iranian textbook leans more toward non-personified images, whereas the Egyptian textbook focuses on the representation of human characters, both individually and in groups. Furthermore, in analyzing the types of images used, the Iranian textbook predominantly employs realistic images, while the Egyptian textbook maintains a better balance between realistic and cartoon-style images. These differences reflect distinct cultural and educational approaches in the visual content design of the two textbooks. It is suggested that future researchers examine the same topic in other grade levels in both countries.

Keywords

Journal of Research in Arabic Language and Literature Education
Volume 7, Issue 2 - Serial Number 2
September 2025
Pages 49-66

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