Evaluating the degree of image and text coherence in newly authored Arabic Textbooks for junior high school based on the compositional (textual) metafunction in the theory of Gunther Kress and Theo Van Leeuwen

Author

Ph.D in Arabic Language and Literature, University of Kashan, Kashan, Iran.

10.48310/alle.2025.4508

Abstract

One of the key factors in educational and instructional materials for effective meaning-making and achieving pedagogical goals is the appropriate alignment between images and their corresponding texts. Accordingly, the present study aims to assess the degree of coherence between main images and their associated texts in Arabic textbooks for junior high school, based on the compositional metafunction proposed in the theory of Gunther Kress and Theo van Leeuwen. This theory belongs to the domain of social semiotics and focuses on the analysis of images and texts. The research follows a descriptive content analysis method. To evaluate the relationship between text and image, five main images along with their lesson texts were selected from Arabic textbooks for grades 7 through 9. The degree of image and text coherence was then analyzed at three levels: high (ideal), moderate, and low. Representative examples from each level and grade are included in the article. The findings revealed that in approximately 73.34% of the analyzed images, there was no full and appropriate continuity with the related texts in a way that would support educational objectives and effective meaning transfer. Only 33.33% of the images demonstrated full alignment. Therefore, revisions in both the textual and visual content of these textbooks are necessary to enhance image and text coherence and thereby support more effective learning outcomes

Keywords

Journal of Research in Arabic Language and Literature Education
Volume 7, Issue 2 - Serial Number 2
September 2025
Pages 85-103

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