This study was conducted with the aim of semiotically analyzing visual metaphors in beginner (A1–A2) and advanced-level (B2–C1) Headway English textbooks. In this study, to investigate visual metaphors semiotically, the theoretical framework was based on Kress and van Leeuwen (2006) and Kress (2010). According to this theoretical framework, visual metaphors should be understood as significant sign systems. These elements interact synergistically with textual and paralinguistic signals, contributing to the overall meaning-making process. Furthermore, this analysis was informed by the frameworks of multimodal literacy and intercultural competence, as articulated by Lemke (2000) and Munday (2013). To achieve the goals of the study, the researcher acquired both digital and print editions of the selected Headway English books, along with accompanying teacher guides and ancillary visual materials. Next, the researcher sampled data from the selected Headway English books and then the collected data was analyzed semiotically ensuring cross-cultural representation and alignment with common curricula. A total of 52 examples of visual metaphors were identified in three categories: contextual metaphors (21 cases), pictorial metaphors (19 cases), and integrated metaphors (12 cases), with contextual metaphors having the highest frequency and integrated metaphors having the lowest frequency. The semiotic analysis revealed that at the beginner level, visual metaphors use iconic signs with direct signifier-signified relationships and simple symbolism, while the advanced book has a complex semiotic structure with multilayered metaphors, contradiction, and humor. The beginner book includes national symbols, cultural landmarks, and historical figures with universal and positive cultural codes, aiming to aid learning and create familiarity. The advanced book uses metaphors that highlight grammatical errors through humorous images and presents complex cultural and literary concepts to enhance critical thinking and a deeper understanding of language and culture. These differences demonstrate an intelligent adaptation of semiotic methods to the cognitive and linguistic level of the audience. The findings suggest the need for level-aware visual design in textbooks, where beginner materials use straightforward iconic metaphors to scaffold comprehension while advanced materials employ multilayered, culturally and linguistically complex metaphors to foster critical thinking and intercultural literacy. The results of this study can guide textbook producers to include visual metaphors in educational content in a purposeful manner appropriate to the learners' level and to avoid ambiguous or inappropriate images.
