This review maps and critically evaluates 36 empirical studies from English language teaching (ELT), focusing on the role of texts and activities in intercultural learning. The rationale for this review is the call for theoretically-based recommendations for English language (EL) teachers and researchers on the selection of texts and the design of activities for intercultural learning. It draws on principles from Critical Interpretive Synthesis (CIS), and the studies were gathered from systematic searches of databases, supplemented by manual searches of relevant journals. The results show that fiction texts are more widely used and more strongly rationalized for use than nonfiction texts. There is also a strong focus on dialogic and student-centred activities, and less focus on experiential teaching. It argues that an awareness of the affordances of different text types can assist teachers in mediating EL students’ intercultural learning and recommends a greater variety of research and teaching approaches to identify intercultural learning processes. Furthermore, the review calls for more research on intercultural learning in primary and secondary ELT.

这篇评论对来自英语教学（ELT）的36项实证研究进行了测绘并进行了批判性评估，重点是文本和活动在跨文化学习中的作用。进行此审查的理由是呼吁为英语（EL）的教师和研究人员提供基于理论的建议，以供他们选择课文和进行跨文化学习活动的设计。它借鉴了关键解释综合法（CIS）的原理，并从数据库的系统搜索中收集了相关研究，并辅以相关期刊的手动搜索。结果表明，小说文本比非小说文本得到更广泛的使用和更合理的使用。也非常注重对话和以学生为中心的活动，而较少关注体验式教学。它认为，了解不同文本类型的能力可以帮助教师调解EL学生的跨文化学习，并建议采用更多的研究和教学方法来确定跨文化学习过程。此外，该评论要求对小学和中学英语教学中的跨文化学习进行更多的研究。