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The purpose of the present study was to evaluate English language textbooks of grade 7, 8 and 9 in theIranian Pedagogical curriculum to see to what extent students are exposed to national, international and target cultural familiar content in their classes. As Gurkan (2012) and Ganjabi (2014) say students who are familiar to cultural content of the target language have better reading comprehension scores than those who lack familiarity to target language cultural content. Since culturally familiar content of language in international and target level increases learners‟ comprehension almost in all skills, textbooks are one of their real manifestations in curriculum.The study also intended to investigate how the content of English textbooks represents national, international and target culturally familiar content for students to be well-prepared to convey their own culture to foreigners as well as to be acquainted with other cultures that they have contact with for any means anywhere in the virtual and real places. Content analysis method was used and a coding scheme was designed according to items listed in Byram‟scultural content checklist (1993). The findings of this qualitative study showed that ELT textbooks covered a restricted range of international cultural content as well as target cultural content; moreover, the result revealed that just restricted amount of national culturally familiar content are applied in the English language textbooks. Based on the results of the study, some directions would besuggested to be appliedin the English language syllabus; moreover, the results can be used by teachers as a direction for adding some supplementary and complementary materials to develop English language textbooks in education for effective communication.

English Language Textbooks in EFL Education: Do They Improve Students’ National, International and Target Culture Familiarity?