INTRODUCTION
Rationale for the Study
As an English teacher, I focus on providing equal opportunities for all students to practice speaking during lessons However, I've noticed that textbook dialogues often do not support this goal For instance, during a reading activity with two male and two female students, the girls had significantly fewer speaking turns, often speaking last Additionally, while teaching a unit on "At the Science Club," I found that the dialogue featured only one female character discussing science and technology with three male characters, which made me question whether the textbooks prioritize male perspectives over female ones.
In accordance with the President's Order on the Promulgation of Law (June 2005), educational institutions must ensure that all learners receive equal treatment and access to necessary information regarding their education A key mission of the school system is to instill the value of equality in students, with teachers adopting methods that promote this principle Consequently, schools should proactively advance equal rights and opportunities for both men and women.
The national curriculum emphasizes the necessity of equal learning opportunities for boys and girls; however, this ideal is often not reflected in classroom practices or the teaching materials utilized (Mesthrie et al., 2000).
Research over the past four decades has consistently shown an imbalance in gender representation and traditional gender roles in EFL textbooks (Hartman & Judd, 1978; Jones et al., 1995; Bayyurt & Litosseliti, 2006) While some studies indicate that the portrayal of female and male characters in texts and dialogues has improved (Jones, Kitetu & Sunderland, 1995; Poulou, 1997), an unbalanced representation of gender continues to persist in educational materials.
Gender bias in textbooks has been a longstanding topic of discussion globally; however, in Vietnam, Nguyen Doan Canh stands out as the first and only researcher to investigate gender bias specifically in English as a Foreign Language (EFL) textbooks.
In 2016, the issue of linguistic sexism was examined, highlighting the subtle messages conveyed through its presence Despite this focus, the phenomenon of gender over-representation in English as a Foreign Language (EFL) textbooks remains largely unexplored and continues to be a mystery.
This research aims to investigate the status of gender over-representation in lower secondary EFL textbooks in Vietnam The findings are intended to benefit English teachers and contribute to the field of textbook analysis and evaluation in the country.
Aim and Objectives of the Study
This study aims to investigate gender bias in the Vietnamese lower secondary English language textbooks, specifically examining the dialogues in "Tiếng Anh 6" (parts 1 and 2), "Tiếng Anh 7" (parts 1 and 2), "Tiếng Anh 8" (parts 1 and 2), and "Tiếng Anh 9" (parts 1 and 2), authored by Hoang Han Van et al and published by the Ministry of Education and Training (MOET).
The primary objective of this research is to identify the imbalanced representation present in the dialogues of the current Vietnamese low-secondary English as a Foreign Language (EFL) textbooks, specifically in "Tiếng Anh 6 tập 1," "Tiếng Anh 6 tập 2," and "Tiếng Anh 7 tập 1."
Anh 7 tập 2, Tiếng Anh 8 tập 1, Tiếng Anh 8 tập 2, Tiếng Anh 9 tập 1, Tiếng Anh 9 tập 2
This article analyzes the dialogue dynamics between male and female characters in Vietnamese textbooks, focusing on character count, dialogue initiation frequency, turn-taking, and word allocation It aims to highlight gender bias present in these dialogues and offers pedagogical recommendations for authors and educators in Vietnam to address these disparities.
Research Questions
The researcher will look at eight EFL textbooks currently being used at lower secondary schools in Vietnam and investigate the following questions:
1 To what extent EFL Vietnamese lower secondary school EFL textbook dialogues:
Tiếng Anh 6 tập 1, Tiếng Anh 6 tập 2, Tiếng Anh 7 tập 1, Tiếng Anh 7 tập 2, Tiếng Anh 8 tập 1, Tiếng Anh 8 tập 2, Tiếng Anh 9 tập 1, Tiếng Anh 9 tập 2 over- represent a particular gender?
2 What pedagogical implications should be suggested to textbook authors and teachers in terms of gender bias in textbook dialogues?
Scope of the Study
Gender bias is prevalent in educational materials, particularly in Vietnamese EFL textbooks, yet there has been no prior research specifically examining gender bias in dialogues within these texts This study does not aim to address all instances of gender bias in Vietnamese EFL textbook dialogues, nor can it provide a comprehensive analysis, as gender bias may also manifest through sexist stereotypes Instead, the focus is narrowed to the examination of gender over-representation in terms of initiations, turns, characters, and words within dialogues from eight current lower secondary EFL textbooks: Tiếng Anh 6 tập 1, Tiếng Anh 6 tập 2, and Tiếng Anh 7 tập 1.
Tiếng Anh 7 tập 2, Tiếng Anh 8 tập 1, Tiếng Anh 8 tập 2, Tiếng Anh 9 tập 1, Tiếng Anh 9 tập 2 by Hoang Van Van et al
Significance of the Study
This research aims to explore gender over-representation in English teaching materials, contributing to the understanding of gender bias in EFL textbooks Despite the initial study on linguistic sexism in Vietnamese upper secondary English textbooks by Nguyen Doan Canh in 2016, no further investigations have been conducted by Vietnamese researchers on this issue This study serves as a significant example of gender over-representation in dialogues within Vietnamese EFL textbooks.
This study aims to encourage Vietnamese educators and textbook designers to seriously consider gender over-representation, as balanced gender representation is essential for ensuring equal learning opportunities in English classes The findings can raise awareness among teachers about gender bias in textbooks, prompting them to adjust their use of textbook dialogues This adjustment is a crucial step toward promoting gender equality in education, in alignment with Act 14 of the Law on Gender Equality (The National Assembly, 2006).
Organization of the Thesis
The results are presented into a thesis and overall conclude six chapters
Chapter I: Introduction : deals with the rationale, aims and objectives, research questions, scope, significance and organization of the study
Chapter II: Literature Review: provides the previous research and theories on several aspects of gender imbalance in English teaching materials
Chapter III: Methodology: describes the research type, research setting, material selection, research methodology, analytical framework of the study and process of conducting the research
Chapter IV: Findings and Discussion : presents the results of the research, discusses the major findings, and then provides some pedagogical implications drawn from the research
Chapter V: Conclusion: provide an overview of the investigation, point out limitations, and make some suggestions for further research
LITERATURE REVIEW
Review of Previous Studies Related to the Research Area of the Thesis
Gender bias in foreign language textbooks has been a significant area of research globally for decades; however, there is a lack of investigation into this phenomenon among Vietnamese researchers This section will review previous studies on gender bias in foreign language textbooks, focusing on findings from both international and Vietnamese contexts.
2.1.1 Studies of Gender Bias in EFL Textbooks in the World
The feminist movement of the 1970s laid the groundwork for Language and Gender Studies, leading to a surge in research and critiques in this field Subsequent studies from the 1970s through the 2000s have consistently revealed a gender bias in educational materials, notably highlighting the over-representation of male characters in textbooks.
In the late 1970s, Pat Hartman and Elliot Judd (1978) conducted an investigation into gender bias in Teachers of English to Speakers of Other Languages (TESOL) textbooks
This study examined fifteen TESOL textbooks published in the late 1960s and early 1970s, used in the United States and Britain, revealing that women are often less visible than men, frequently become the subject of jokes, and are relegated to stereotypical roles with assigned emotional reactions (Hartman & Judd, 1978) Notably, in 1975, the National Council of Teachers of English adopted a policy promoting non-sexist language in publishing; however, gender bias persisted despite these initiatives.
In a follow-up study six years after Hartman and Judd, Karen Porreca (1984) examined gender bias in English as a Second Language (ESL) textbooks, analyzing fifteen widely used texts across twenty-seven locations in the USA Her quantitative analysis reaffirmed Hartman and Judd's findings, highlighting the unrealistic portrayals of both genders and the prevalence of masculine generic constructions that often presented male characters as neutral Porreca cautioned that these depictions could have negative consequences, while Sadker and Zittleman (2007) noted that some publishers create an “illusion of equality” by including images of women without addressing the underlying text, which can perpetuate gender imbalance rather than promote true equality.
One textbook in Porreca‟s (1984) research, English Sentence Structure, used a repetitive pattern drill which most often featured a male character „John‟ Porreca mentioned that
In the book, all-male exercises occur 54 times, while all-female exercises appear only 6 times, highlighting a significant gender imbalance (p 714) Porreca's study did not explore whether these exercises hindered girls from participating as 'John' or other male figures, but it suggests that male dominance may create the impression that females are valued less Freeman and McElhinny (1996) noted that educational environments shape students' social identities, indicating that male-dominated texts may imply boys have the right to be verbally dominant, while girls should speak less Porreca (1984) cautioned that textbooks convey authority, and gender-biased content can have lasting negative effects on students' perceptions of gender roles in the classroom.
ESL learners, in particular, “younger ESL learners, whose limited experience gives them little basis for questioning what they read” (p 723)
In her 1998 study, Jane Sunderland examined gender bias in textbooks and classroom interactions, confirming its presence through her observations and earlier research from the 1970s and 1980s While she acknowledged the existence of gender bias, Sunderland questioned its significance, suggesting it mattered primarily to those concerned about the issue She argued that many teachers might not see it as important unless it directly impacted student learning Furthermore, Sunderland highlighted the unpredictability of individual responses to biased texts, emphasizing the challenge of establishing a clear link between gender bias in educational materials and learning outcomes.
Sunderland (1998) highlighted that gender-biased texts influence readers in various ways; some students may embrace the bias, while others identify it and become "resistant readers," rejecting both the gender representation and the underlying gendered assumptions in the text (p.4).
Sunderland (1998) highlighted the significant role teachers play in addressing gender bias, emphasizing that even texts perceived as unbiased can be interpreted or managed in a biased manner.
Recent studies indicate a gradual improvement in the representation of gender in English as a Foreign Language (EFL) textbooks, though the situation remains far from ideal Sano, Iida, and Hardy (2001) highlight that many EFL textbooks from the late 1990s convey implicit gender-based messages without explicit linguistic features Otlowsky (2003) notes that women are still predominantly depicted as housekeepers and mothers in these materials In the context of French as a foreign language, Lee and Collins (2006) examine how the evolving status of women is mirrored in Hong Kong's English-language textbooks Their findings reveal that contemporary textbooks employ various strategies to mitigate biased or stereotypical portrayals of both genders, yet women continue to be frequently associated with traditional roles.
Research on gender representation in English as a Foreign Language (EFL) textbooks reveals significant disparities between male and female portrayals Mineshima (2008) found that women are often depicted in traditional, stereotypical roles, appearing less frequently and with fewer utterances compared to men, who are presented as cooperative and optional Similarly, Sulaimani (2017) analyzed a textbook adapted for the Saudi Arabian context and discovered that women are under-represented, with their presence entirely absent in half of the units The study also highlighted that equal gender relations are largely confined to friendship contexts, further emphasizing the need for more balanced and equitable representations in educational materials.
Research spanning nearly fifty years across Europe, America, and Asia highlights a persistent gender bias in textbooks, revealing that females are often underrepresented compared to males This raises an important question regarding the presence of gender over-representation in Vietnamese English as a Foreign Language (EFL) textbooks It is essential to investigate whether this issue mirrors or differs from the findings in previously examined educational materials.
2.1.2 Studies of Gender Bias in EFL Textbooks in Vietnam
Nguyen Doan Canh (2016) is the pioneering researcher to systematically examine gender bias in English as a Foreign Language (EFL) textbooks His study, titled "Linguistic Sexism in Current Upper Secondary School English Language Textbooks: Tiếng Anh 10, Tiếng Anh 11, and Tiếng Anh 12," reveals the presence of linguistic sexism at the word and phrase levels This issue is prevalent across all three categories analyzed: morphology, semantics, and syntax Notably, the hidden messages stemming from linguistic sexism in these textbooks disproportionately target women.
Linguistic sexism in literature often portrays women as secondary and dependent, suggesting their exclusion from the broader category of humanity, while men are depicted as superior and independent, encompassing all people.
After Nguyen Doan Canh‟s study, there is still a shortage of investigation into gender over-representation in Vietnamese EFL textbooks This has partly urged me to perform the research.
Review of Theoretical Background
This research examines the concept of gender in Vietnamese EFL textbooks, highlighting that gender extends beyond mere biological differences According to Saptari (1997), gender is intricately linked to social status and symbolic differentiation, challenging traditional notions of sex.
Understanding the difference between sex and gender is essential; sex pertains to the biological characteristics of males and females, while gender involves social stratification based on these differences The term "gender" was first distinguished from "biological sex" by sexologist John Money in 1955, although it was primarily used to describe grammatical categories before his work It wasn't until the 1970s, when feminist theory adopted this distinction, that the concept of gender as a social construct gained wider recognition.
Gender, as defined by UNESCO (2009), encompasses the roles and responsibilities assigned to men and women within families, societies, and cultures It also includes societal expectations regarding the traits, skills, and behaviors associated with each gender Since gender is a social construct, the roles and expectations can evolve over time and differ across various cultures Typically, many cultures adhere to a gender binary, recognizing two distinct genders: boys/men and girls/women.
11 girls/women); those who exist outside these groups fall under the umbrella term non- binary while some societies have specific genders besides "man" and "woman"
Gender encompasses a broad range of characteristics that differentiate between male and female entities, including biological sex and social roles.
2.2.2 Influences of Gender Bias in Foreign Language Textbook Dialogues
Textbooks are a crucial resource for language educators, yet predicting student interpretations remains challenging According to Jones, Kitetu, and Sunderland (1997), interpretations of texts can be individual and subjective, often influenced by external factors such as media and societal norms They highlight that older textbooks frequently depict women as homemakers and men as businessmen, potentially reinforcing gender stereotypes This portrayal raises concerns about its negative impact on women's learning experiences and self-perception.
“The images and language which are used in teaching and the extent to which learners can identify with them have an important effect on how well people learn
If women are under-represented in teaching or represented in demeaning way, the women who are taught with these materials may learn less well.” (Jones, Kitetu & Sunderland, 1997, p.2)
According to Jones, Kitetu, and Sunderland (1995), dialogues offer significant value by creating diverse language learning opportunities They emphasize that dialogues serve multiple functions, including modeling the target language's structure and the appropriate social contexts for its use While the effectiveness of practice may be debated, the authors assert that it presents essential opportunities for language training.
12 pronunciation and other pragmatic aspects of speaking the target language as well as provides social context in how the language is to be used in conversations
According to Jones, Kitetu, and Sunderland (1997), textbook dialogues are frequently utilized in diverse teaching contexts These dialogues, which can be either recorded or written conversations between two individuals, serve three distinct purposes in language learning.
Role-play dialogues significantly enhance language learning by expanding students' vocabulary and improving their skills in expressive and figurative speech, as well as their syntactic competence.
Secondly, dialogues tend to also provide social knowledge through the context as well as practice of a new language
It also facilitates practice which develops fluency
From a pedagogical perspective, dialogues serve as essential tools for enhancing language practice and proficiency, encouraging participation from all students, including those who are typically quieter However, it is crucial to ensure gender balance in dialogues, as imbalances can hinder girls' language learning opportunities (Jones, Kitetu & Sunderland, 1997, pp 4-9).
Jones, Kitetu, and Sunderland (1995) conducted an analysis of three EFL textbooks published between 1987 and 1994, revealing a moderate level of gender bias in the dialogues The 1987 textbook featured female characters who used more words (302) and initiated conversations more frequently (5 times) than their male counterparts (248 words and 4 times) However, male characters spoke an average of 27.5 words each, compared to 23.2 words for female characters Although female characters were over-represented in two typologies, the discrepancies were minimal The findings from the 1993 textbook echoed these results, indicating no significant gender bias overall.
13 textbook published in 1994, female characters once more used more words (632 versus
501) and initiated more conversations (6 versus 3) Male characters, however, averaged 50.1 words spoken per male character compared to an average of 31.6 words spoken by female characters
Jones, Kitetu, and Sunderland (1999) analyzed ESL textbooks and found that in mixed-gender dialogues, women were primarily depicted as seekers of information while men were portrayed as providers Their study revealed that men initiated conversations more frequently and spoke more words than women, with male characters speaking 2,482 words compared to 2,142 words by female characters This disparity suggests that female learners may face limitations in their language acquisition due to dialogues predominantly featuring the same gender, restricting their linguistic and occupational development The authors emphasized the need for educators to consider the impact of these findings on their classrooms and the potential pedagogical implications for both female and male learners Ultimately, they concluded that gender imbalances in classroom interactions could influence student behavior.
Sunderland (1998) highlighted the unpredictability of how biased texts influence learning, particularly in terms of unequal speaking exercises for male and female characters In her 2000 analysis, she referenced the 1977 textbook "Function of English," which featured dialogues that only allowed male characters to initiate conversations This outdated example illustrates how dialogue design can limit speaking practice opportunities for both genders, depending on students' willingness to engage with dialogues assigned to the opposite gender.
14 unwilling to take on the other gender‟s role in the speaking exercise, it would imply that boys would have the advantage of practicing initiating conversations
A study by Jones, Kitetu, and Sunderland (1997) highlights how textbook dialogues serve not only as language learning tools but also as reflections of societal norms by categorizing individuals and their roles The research reveals that women are predominantly depicted in nurturing and supportive roles such as sisters, girlfriends, and mothers, while men are often represented in authoritative positions like policemen and officers This analysis underscores that the occupational roles presented in textbooks can reflect both contemporary and traditional societal values, ultimately suggesting that textbooks are a microcosm of society at large (Jones, Kitetu & Sunderland, 1997, pp.15-22).
Sofia Poulou (1997) conducted a quantitative analysis of sexism in two Greek foreign language textbooks for adults, examining the dialogue distribution between male and female characters In the first textbook, male characters were attributed 914 utterances (53%) compared to 801 (47%) for female characters, while the second textbook reflected a more balanced allocation with males at 49% and females at 51% The study also assessed dialogue initiation and closure, revealing that male characters initiated 63% and concluded 65% of dialogues in the first textbook, whereas the second showed minimal gender disparity Additionally, a qualitative investigation highlighted that female characters predominantly made requests, while male characters often issued directives This gendered dialogue dynamic may influence classroom interactions, where teachers might assign reading roles based on character gender.
Research by Poulou (1997) highlights a significant disparity in language practice among students, noting that boys rarely engage in making requests while girls seldom provide information This lack of balanced language function exposure may lead students to become familiar only with the styles and functions presented in their reading materials Poulou emphasizes the importance of ensuring equitable representation of both sexes in educational resources, warning that discrepancies in verbal behavior between male and female characters could disadvantage language learners.
If textbook dialogues have more male characters or more words allocated to male characters, does this mean that boys will have more practice opportunities? Sunderland
METHODOLOGY
Research Type
This research is a quantitative research on gender over-representation in the current lower secondary English language textbooks in Vietnam.
Research Setting
The Vietnamese general education system consists of three levels, encompassing 12 grades: primary education (Grades 1-5 for ages 6-11), lower secondary education (Grades 6-9 for ages 11-15), and upper secondary education (Grades 10-12 for ages 15-17) English has become a mandatory subject across all educational levels, specifically from Grade 3 to Grade 12 At the lower secondary level, English is taught as a compulsory course, with students receiving three to five 45-minute periods each week for practice.
The English textbooks for grades 6 to 9, officially introduced by the Vietnamese Ministry of Education and Training between 2013 and 2016, consist of six units and two reviews per book Each unit includes eight parts: Getting Started, A Closer Look 1, A Closer Look 2, Communication, Skills 1, Skills 2, Looking Back, and Project These parts are structured into three phases: pre-task, while-task, and post-task, featuring various smaller tasks, activities, and exercises Developed by a team of Vietnamese ELT specialists led by Hoang Van Van in collaboration with Pearson Education under the National Foreign Language 2020 Project, the series aims to enhance students' communicative competencies through engaging activities that promote skill practice in meaningful contexts and encourage student autonomy.
17 learning” (Hoang Van Van, 2015) All dialogues examined in this research belong to the Getting Started part.
Material Selection
For this study the following series of eight EFL textbooks are currently being used in secondary schools in Vietnam:
The selection of these eight lower secondary English textbooks is based on several key factors: their widespread use throughout the country, the expertise of their authors led by renowned Vietnamese ELT specialist Hoang Van Van, and their publication by the esteemed Vietnamese Education Publishing House in partnership with Pearson Education Publishing Group, a global leader in educational publishing.
This study focuses exclusively on dialogues practiced by students in the textbooks, excluding those found in Workbooks and Teacher's guides Additionally, materials presented in non-written formats, such as CDs and DVDs, are not considered for analysis, as the emphasis is placed solely on the textbooks themselves.
Research Methodology
Gender bias in textbook dialogues can be analyzed through various methodologies Halliday's (1985) framework was utilized by Leikin (2001) to assess three textbook chapters for gender bias in communicative and social prominence The analysis focused on clauses, examining themes, rhemes, and stressed elements Additionally, Tahiri and Pouran (2014) employed critical discourse analysis to explore gender representation in the Top-Notch series, highlighting gender relations, subject positions, and content Furthermore, Nguyen Doan Canh (2016) investigated linguistic sexism in textbooks, categorizing it into morphology, semantics, and syntax.
In this study, I employed the quantitative method used by Jones, Kitetu, and Sunderland (1995) to analyze gender representation in ESL textbooks Their approach involved counting male and female characters, the frequency of dialogue initiation, the number of dialogue turns, and the total words spoken by each gender They opted against a mixed method, as qualitative analysis could yield a different perspective on gender bias While other research, such as Poulou's 1997 study, has combined qualitative and quantitative methods to examine gender bias in textbook dialogues, it revealed that female characters may be over-represented numerically while male characters often dominate qualitatively This study focuses on over-representation rather than the qualitative differences in character expression, emphasizing that representation pertains to how genders are depicted, while over-representation indicates unfair treatment of one gender over another Future research could incorporate qualitative methods for deeper insights into gender bias.
While the quantitative method has limitations in exploration, it effectively served our goal of mapping gender bias in English as a Foreign Language (EFL) textbooks If the objective had been to uncover the reasons behind gender bias, qualitative interviews with authors or publishers would have been more appropriate However, the primary focus was to examine the over-representation of female or male characters in these textbooks.
Creswell (2000) emphasizes that an investigation should maintain a narrow focus to ensure feasibility Based on this guidance, I decided to limit my study to quantitative data, using it as baseline information for potential future qualitative research.
Analytical Framework of the Study
Porreca's (1984) framework for content analysis, which examines gender representation in ESL textbooks, serves as a foundational reference for this study This research analyzes 15 widely-used ESL textbooks, focusing on key categories such as omission, where the ratio of females to males is assessed; firstness, where male nouns are typically mentioned before female nouns; and occupational visibility in both text and illustrations Additionally, it evaluates the frequency of male versus female nouns, the use of female-exclusive masculine generic constructions, and the types and frequency of adjectives used for men and women The study specifically aims to address the issue of gender over-representation in dialogues within the lower-secondary school English language textbook "Tiếng Anh 6 tập 1."
In the English curriculum for grades 6 to 9, I modified the framework by analyzing four key typologies: dialogue initiations, the number of turns, the total number of words, and the character count This approach provides a comprehensive understanding of language use across different levels of English proficiency.
Data Collection Procedure
The first step in the procedure was to identify the dialogues in the selected textbooks, and to choose what typologies to investigate Four different typologies were chosen to
A study by Jones, Kitetu, and Sunderland (1995) analyzed gender bias in ESL textbooks in England by examining dialogues The research involved quantifying the words spoken by girls and boys, as well as counting the conversation turns taken by each gender Additionally, the study explored dialogue initiations and the representation of male and female characters within the dialogues.
To analyze the word count of female and male characters, the writer established specific criteria for what constitutes a word Numerical expressions, like "50," are considered one word, while contractions such as "I've," "don't," and "we've" also count as single words In contrast, number words written out, like "one fifty," are counted as two words Hyphenated terms, such as "good-looking," are treated as one word Additionally, the study counts words as tokens, which refers to the total number of words in the text, including repetitions.
In analyzing the gender representation in dialogues, I did not differentiate between individual characters and the frequency of their appearances, a distinction highlighted by Jones et al (1997) Each character is unique and does not reappear; even when the same name is used in different dialogues, there is no indication that it refers to the same character.
Textbooks feature various types of dialogues, including mixed-gender and same-gender interactions Mixed-gender dialogues involve characters of multiple genders, whereas same-gender dialogues consist of characters from only one gender The gender of these characters is not indicated by illustrations or audio recordings but is instead classified by the researcher based on their names or pronouns used in the dialogues Characters that do not clearly represent female or male identities are categorized as neutral characters.
Data Analysis Procedures
The table presents results in both absolute numbers and percentages, highlighting the importance of context when interpreting the data In cases with small sample sizes, percentages may misrepresent the extent of over-representation, prompting the use of absolute figures for a more accurate analysis To enhance clarity, percentages are rounded to one or two decimal points, as smaller differences may not be discernible when expressed as whole numbers.
FINDINGS AND DISCUSSION
Tiếng Anh 6 tập 1
The textbook "Tiếng Anh 6 tập 1" features six mixed-gender dialogues that include male, female, and a neutral character known as the "Interviewer." The Interviewer, who can be either male or female, is considered a neutral character However, a study of the textbook reveals that male characters are significantly over-represented across all four typologies, indicating a bias in favor of male representation.
In the analysis of conversational dynamics, male characters dominate initiation, accounting for 50% of all conversational starts, while females contribute 33.3% and neutral characters only 16.7% Furthermore, male characters take 38 more conversational turns than their female counterparts, highlighting a significant disparity in dialogue participation.
Tiếng Anh 6 tập 1, there are eight female characters compared to eleven male characters
Turning to the fourth and last typology, „words used‟, male characters are allocated far more words than female characters (502 words compared to 317 words)
Table 1 Summary of Tiếng Anh 6 tập 1
All of these results contribute to the over-representation of male characters over female characters in Tiếng Anh 6 tập 1.
Tiếng Anh 6 tập 2
The textbook "Tiếng Anh 6 tập 2" features six dialogues, with an equal number of mixed-gender interactions However, all same-gender dialogues are exclusively assigned to male characters, leading to a significant over-representation of male characters across various typologies Consequently, it can be concluded that "Tiếng Anh 6 tập 2" predominantly highlights male characters.
The analysis reveals a significant gender disparity in dialogue dynamics, with male characters dominating conversational initiations, initiating four dialogues compared to just two by female characters In terms of turns taken, male characters exceed female characters by 44 turns Additionally, the text features a higher number of male characters, with 10 males present versus only 3 females Finally, the word count further highlights this imbalance, as male characters are allocated 644 words, while female characters receive only 153 words.
Table 2 Summary of Tiếng Anh 6 tập 2
Table 3 presents the results of mixed-gender dialogues, highlighting interactions between female and male characters The findings reveal that female characters are over-represented in three key areas: initiation, turns taken, and words used, despite the equal representation of both genders, with three characters of each gender participating.
Table 3 Summary of mixed-gender dialogues in Tiếng Anh 6 tập 2
Tiếng Anh 6 tập 2 has three same-gender dialogues whose characters are male, and therefore, over-represents male characters
In summary, in Tiếng Anh 6 tập 2, male characters are over-represented in all typologies.
Tiếng Anh 7 tập 1
The textbook "Tiếng Anh 7 tập 1" features six dialogues, with an equal representation of same-gender characters It includes both male and female characters, as well as a neutral character referred to as "Reporter," who can be either gender Research findings indicate that male characters are predominantly represented in three out of four typologies examined within the textbook, as summarized in Table 4.
In the analysis of conversational dynamics, male characters dominate initiation, contributing 50% of the conversational starts, compared to 33.3% for female characters and 16.7% for neutral characters However, the distribution of conversation turns shows a minor gender difference, with female characters taking 31 turns (43.7%) and male characters taking 35 turns (49.3%) In the context of character representation, there are 6 female characters (42.9%) and 7 male characters (50%) in Tiếng Anh 7 tập 1 Overall, the word count reveals that female and male characters collectively utter 381 words, with females accounting for 46.5% and the neutral character contributing 7.1% of the total words spoken.
Table 4 Summary of Tiếng Anh 7 tập 1
The findings from the mixed-gender dialogues in Tiếng Anh 7 tập 1, as illustrated in Table 5, indicate a fairly equal distribution of dialogue initiations and character representation However, when examining the number of turns taken and the total words used, it becomes evident that female characters are disproportionately represented.
Table 5 Summary of mixed-gender dialogues in Tiếng Anh 7 tập 1
Table 6 illustrates the findings from three same-gender dialogues, revealing that male characters engaged in significantly fewer dialogues than female characters, with male figures being only half of those for females in the second and third typologies Additionally, male characters initiated and utilized twice as many dialogues and words compared to their female counterparts.
Table 6 Summary of same-gender dialogues in Tiếng Anh 7 tập 1
In summary, the results from all dialogues in Tiếng Anh 7 tập 1 show a slight over- representation of male characters.
Tiếng Anh 7 tập 2
The textbook "Tiếng Anh 7 tập 2" features six dialogues, including four mixed-gender and two same-gender dialogues It presents a diverse range of characters, encompassing both male and female roles, along with a neutral character referred to as "Teacher," who can be either gender The findings from the analysis of this textbook are summarized in Table 7, illustrating the distribution of characters throughout the dialogues.
Tiếng Anh 7 tập 2, female characters were over-represented in a minor way in all of the investigated typologies
In the analysis of conversational dynamics, female characters initiate dialogue significantly more, contributing to 50% of the conversational initiations, compared to 33.3% by male characters and 16.7% by neutral characters Additionally, female characters take 46.1% of the conversational turns with 41 instances, while male characters follow closely with 44.9% and 40 instances The number of characters participating in the conversation shows a minor disparity, with 8 female characters versus 7 male characters Overall, the findings indicate a notable over-representation of female characters in these conversational roles.
28 approximately a half of the allocated words whereas male characters occupied 42.9% of the words used The neutral character constituted 6.7% of the words used
Table 7 Summary of Tiếng Anh 7 tập 2
In Table 8, the results from the mixed-gender dialogues are presented Except for the second typology, namely turns taken, female characters are over-represented in the remaining ones
Table 8 Summary of mixed-gender dialogues in Tiếng Anh 7 tập 2
Table 9 presents the results of same-gender dialogues in Tiếng Anh 7 tập 2, revealing that the figures for both genders are strikingly similar across all examined aspects.
Table 9 Summary of same-gender dialogues in Tiếng Anh 7 tập 2
To summarize, in Tiếng Anh 7 tập 2, female characters are over-represented negligibly in all of the investigated typologies.
Tiếng Anh 8 tập 1
In the English textbook for Grade 8, Volume 1, there are six dialogues, with a balanced representation of genders The text features not only male and female characters but also two neutral figures, "Guide" and "Teacher," whose gender is unspecified Research findings indicate that male characters dominate the dialogues, accounting for over 65% of initiations, turns taken, and words spoken Notably, in the second typology, male characters took nearly nine times more turns than their female counterparts.
Table 10 Summary of Tiếng Anh 8 tập 1
Table 11 presents the findings from the mixed-gender dialogues in Tiếng Anh 8 tập 1, revealing an evenly distributed initiation of dialogue Nonetheless, when examining the turns taken, as well as the number of characters and words utilized, it is evident that male characters are disproportionately represented.
Table 11 Summary of mixed-gender dialogues in Tiếng Anh 8 tập 1
Tiếng Anh 8 tập 1 has three same-gendered dialogues whose characters are male, and therefore, over-represented male characters
In summary, in the Tiếng Anh 8 tập 1, male characters are over-represented strongly in all of the investigated typologies.
Tiếng Anh 8 tập 2
In Tiếng Anh 8 tập 2, there are six dialogues, half of which are mixed-gendered In Table
The study of this textbook reveals that it shares similar imagery with Tiếng Anh 8 tập 1 Notably, male characters dominate the content, comprising over 75% of the examined typology, indicating a significant over-representation of male figures in this educational resource.
In the dialogues of Tiếng Anh 8 tập 2, all six conversations are initiated by male characters, highlighting a significant gender imbalance Male characters dominate the dialogue with 64 turns, while female characters only contribute 14 turns The textbook features 11 male characters compared to just 3 female characters, further emphasizing this disparity Additionally, the distribution of words favors male characters, who are assigned 852 words, in stark contrast to the mere 163 words allocated to female characters.
Table 12 Summary of Tiếng Anh 8 tập 2
The results from the mix-gendered dialogues in Tiếng Anh 8 tập 2 are shown in Table 13
It is clear that the male characters are over-represented in all four typologies
Table 13 Summary of mixed-gender dialogues in Tiếng Anh 8 tập 2
Tiếng Anh 8 tập 2 has three same-gender dialogues whose characters are male, and therefore, over-represents male characters
All of these results contributed to the over-representation of male characters over female characters in Tiếng Anh 8 tập 2.
Tiếng Anh 9 tập 1
The English textbook "Tiếng Anh 9 Tập 1" features six dialogues, with a notable presence of mixed-gender interactions However, the findings summarized in Table 14 reveal that male characters dominate across all typologies, indicating a significant over-representation of males in the content.
1 can be said to over-represent male characters
An analysis of character typologies reveals a significant over-representation of male characters in initiating conversations, with males initiating four dialogues compared to only two by female characters Additionally, in terms of "turns taken," male characters outnumbered females by 37 turns Furthermore, the study highlights disparities in the "number of characters" involved in dialogues, indicating a need for more balanced representation.
In episode 9, there is a significant disparity in character representation, with male characters dominating the dialogues at a ratio of 11 to 5 compared to female characters Additionally, the word count reveals a striking imbalance, as male characters are assigned 869 words, while female characters only receive 312 words.
Table 14 Summary of Tiếng Anh 9 tập 1
In Table 15, the results from mixed-gender dialogues are presented Again, male characters are over-represented in all of the investigated typologies
Table 15 Summary of Tiếng Anh 9 tập 1
Table 16 presents the findings from three same-gender dialogues in Tiếng Anh 9 tập 1, revealing a significant gender imbalance Out of the three dialogues, two feature male characters while only one involves female characters This disparity results in male characters accounting for approximately 70% of the initiations, turns taken, characters, and words used in the dialogues.
Table 16 Summary of same-gender dialogues in Tiếng Anh 9 tập 1
In Tiếng Anh 9 tập 1, male characters are significantly over-represented across all four typologies, including the frequency of initiations, the number of dialogue turns, the total characters involved, and the word count used.
Tiếng Anh 9 tập 2
Tiếng Anh 9 tập 2 consists of a total of six dialogues, four of which are mixed-gendered
The textbook features a diverse range of characters, including both female and male figures, as well as two neutral characters, "Teacher" and "Interviewer," who can be represented by either gender This inclusive approach highlights the findings from the study of the English textbook, Tiếng Anh.
Table 17 summarizes the findings of Tiếng Anh 9 tập 2, highlighting a slight over-representation of female characters across three of the four typologies examined.
In the analysis of dialogue typologies, the initiation category revealed an equal distribution of female, male, and neutral characters, each represented by two dialogues In the subsequent categories, "number of turns taken" and "number of characters," a slight gender disparity emerged Female characters participated in 41 conversation turns, constituting 46.1% of the dialogue, while male characters accounted for 36 turns, or 40.4% Additionally, in Tiếng Anh 9 tập 2, there were 8 female characters (47.1%) compared to 7 male characters (41.2%) The distribution of words spoken showed that female characters contributed 46.1% of the total words, while male characters accounted for 37.1%, with neutral characters representing 7.1% of the dialogue.
Table 17 Summary of Tiếng Anh 9 tập 2
In Table 18, the results from mixed-gender dialogues in Tiếng Anh 9 tập 2 are presented
It is obvious that female characters are over-represented in all of the investigated typologies
Table 18 Summary of mixed-gender dialogues in Tiếng Anh 9 tập 2
Table 19 presents the findings from two same-gender dialogues in Tiếng Anh 9 tập 2, indicating that both genders exhibit an identical number of dialogue initiations and characters.
37 typologies, while female characters took more turns, their contemporaries use more words in same-gender dialogues found in Tiếng Anh 9 tập 2
Table 19 Summary of same-gender dialogues in Tiếng Anh 9 tập 2
In Tiếng Anh 9 tập 2, female characters dominate in terms of the number of dialogue turns, characters, and words spoken, while dialogue initiation shows a balanced representation between genders.
Analysis and Discussion of the Findings
In the analysis of dialogue initiation in selected textbooks, the textbook Tiếng Anh 7 tập 2 stands out with a significant representation of female characters, as they initiate 50% of the dialogues This marks a notable shift from previous findings, such as those highlighted by Sunderland (2000), which indicated a lack of female representation in language practice exercises In contrast, Tiếng Anh 7 tập 2 includes a neutral character, the 'Interviewer,' who contributes to one out of six dialogue initiations The way this character is utilized in the English as a Foreign Language (EFL) classroom can influence students' engagement and perceptions of gender roles in language learning.
The use of neutral characters in educational materials can promote equal opportunities for all learners to engage in dialogue practice As Sunderland (1998) highlighted, teachers have the ability to utilize unbiased texts in biased ways and vice versa Notably, in Tiếng Anh 8 tập 2, all dialogues are initiated by male characters, leaving female learners with limited opportunities to practice initiating conversations In contrast, Tiếng Anh 9 tập 2 achieves gender balance, with both male and female characters initiating dialogues equally, each accounting for 33.3% of the conversations.
In the analysis of the "turns taken" typology, the textbooks Tiếng Anh 7 tập 2 and Tiếng Anh 9 tập 2 notably feature a higher representation of female characters, with 46.1% of dialogue attributed to them While girls receive more speaking opportunities in these texts, boys are not excluded, as they often occupy neutral roles Ultimately, it is the responsibility of teachers to facilitate dialogues and ensure equal speaking opportunities for all students.
Tiếng Anh 7 tập 1 demonstrated a little over-representation in terms of conversational turns, male characters have 4 more turns (5.6%) than female characters In stark contrast,
In the English textbooks Tiếng Anh 6 tập 2 and Tiếng Anh 8 tập 1, there is a significant disparity in dialogue participation between female and male characters In Tiếng Anh 6 tập 2, female characters contribute only 19 dialogue turns compared to 63 by male characters Similarly, in Tiếng Anh 8 tập 1, male characters dominate the conversation with 61 turns, while female characters only have 7 turns, highlighting a stark imbalance in gender representation in these educational materials.
In the typology of "number of characters," the textbooks Tiếng Anh 7 tập 2 and Tiếng Anh 9 tập 2 stand out for their representation of female characters, featuring eight female characters compared to seven male characters, indicating a slight imbalance.
In English 8, Book 1, there is a significant gender imbalance, with male characters outnumbering female characters by a ratio of four to one.
In the English textbooks analyzed, a significant gender imbalance is evident Tiếng Anh 8 tập 1 features three same-gender dialogues exclusively between men, limiting speaking opportunities for female students unless they assume male roles Similarly, Tiếng Anh 6 tập 2 presents a stark contrast with 10 male characters compared to only 3 female characters, all dialogues being between males However, Tiếng Anh 7 tập 1 demonstrates progress by achieving a more equitable representation, with 6 female characters making up 42.9% and 7 male characters comprising 50% of the dialogues.
Regarding the words used, Tiếng Anh 7 tập 1 allocated exactly the same amount of words to both female and male characters (381 words) Meanwhile, Tiếng Anh 7 tập 2 and Tiếng
Anh 9 tập 2 allocated more words to female characters (530 words and 626 words versus
The analysis of Tiếng Anh 8 tập 1 reveals a significant gender imbalance, with male characters being represented through approximately eight times more words than female characters (805 words compared to 98 words) This over-representation could have been mitigated by incorporating mixed-gender dialogues instead of same-gender ones In contrast, the authors of Tiếng Anh 6 tập 1 successfully implemented 100% mixed-gender dialogue While it remains unclear if same-gender dialogues alienate certain learners, Sunderland's (2000) research on German classes indicates that girls are often more willing to adopt male roles, whereas boys typically resist taking on female roles.
The study reveals a gender bias in Vietnamese lower secondary school EFL textbooks, with varying degrees of male character over-representation across the six textbooks analyzed.
Tiếng Anh 8 tập 1 presents the most striking over-representation, whereas a slight gender bias is found in the ones which treat women prior to men, namely Tiếng Anh 7 tập 2 and
Tiếng Anh 9 tập 2 It is also worth mentioning that female characters are excluded
40 completely in half of the dialogues in Tiếng Anh 6 tập 2, Tiếng Anh 8 tập 1 and Tiếng Anh
It appears that there is an improvement of gender bias in dialogues from the textbooks published in 2013 to the textbooks published in 2016 The oldest textbook in this study,
Tiếng Anh 6 tập 1 and Tiếng Anh 6 tập 2, published in 2013, over-represented male characters in all of the investigated typologies, while the newest textbook in this research
The 2016 edition of Tiếng Anh 9 tập 2 shows a notable increase in the representation of female characters in dialogues compared to previous textbooks This shift towards more female-dominated dialogues is linked to the publication date, highlighting a trend in gender representation However, it's essential to note that this analysis is based on a limited sample of eight textbooks and focuses solely on quantitative data, potentially overlooking qualitative aspects that could offer a more comprehensive understanding.
Pedagogical Implications
The analysis reveals a significant over-representation of male characters in the dialogues, highlighting the presence of gender biases in the textbook Understanding these biases is crucial, as they may influence the learning process and impact students' perceptions of gender roles.
Research indicates that biases and gender imbalances in textbooks can significantly hinder language acquisition When language functions are predominantly performed by males, it limits females' opportunities to engage in dialogue, as they are often relegated to passive roles This dynamic results in women having less experience in initiating conversations, particularly in mixed-gender interactions, which can adversely affect their language practice and proficiency.
The findings of the present study may provide crucial implications for textbooks writers, teachers and learners of English
English textbook writers must prioritize gender-fair content, as research indicates a significant over-representation of male characters in dialogues By addressing this issue, they can create more inclusive and balanced educational materials that reflect diverse perspectives.
Designers must prioritize gender equality in their work to prevent gender over-representation It is essential to ensure that textbooks reflect this balance by equalizing the number of words spoken by males and females, the frequency of dialogue turns, the initiation of conversations, and the representation of characters.
To address biased textbooks in English teaching, educators can implement several strategies One effective approach is to reverse sex roles in biased content and have students rewrite sexist dialogues to ensure equal representation of speech among genders (Poulou, 1997) Additionally, Sano, Iida, and Hardy (2001) recommend using blind readings of texts, allowing students to practice without preconceived notions Furthermore, Hartman and Judd (1978) suggest that teachers should discuss instances of gender bias in class, fostering a controversial dialogue that engages students and enhances their learning experience.
It can be challenging to recognize the over-representation of male characters in literature, especially when the disparity in speaking turns is not obvious Educators should be mindful of this imbalance and consider strategies to address it, such as having students swap roles to ensure equitable participation in reading and speaking Engaging students in discussions about gender biases and their implications, particularly in the context of Vietnam, is essential for fostering awareness and promoting equality in literary representation.
CONCLUSION
Recapitulation
Research on gender bias in EFL/ESL textbook dialogues has been extensively conducted in America, Europe, and various Asian countries over the past few decades However, there has been a noticeable lack of research in this area within Vietnam To address this gap, I initiated the current study.
This thesis examines gender bias in the new English textbook series for lower secondary schools in Vietnam, aiming to identify the disparities between male and female representations.
I have raised two research questions:
1) To what extent EFL Vietnamese lower secondary school EFL textbook dialogues:
Tiếng Anh 6 tập 1, Tiếng Anh 6 tập 2, Tiếng Anh 7 tập 1, Tiếng Anh 7 tập 2, Tiếng Anh 8 tập 1, Tiếng Anh 8 tập 2, Tiếng Anh 9 tập 1, Tiếng Anh 9 tập 2 over-represent a particular gender?
2) What pedagogical implications should be suggested to textbook authors and teachers in terms of gender bias in textbook dialogues?
In this study, I utilized the qualitative method established by Jones, Kitetu, and Sunderland (1995) to explore gender bias in Vietnamese ELF lower secondary textbook dialogues The analysis focused on four typologies: dialogue initiation, number of turns, number of characters, and number of words The findings revealed a significant presence of gender bias in the dialogues of these textbooks Despite being developed by a team of prominent Vietnamese English language specialists, the degree of gender over-representation varied considerably across the eight textbooks examined, with notable differences among the typologies Two specific textbooks, Tiếng Anh 7 tập, exemplified this disparity.
2 and Tiếng Anh 9 tập 2, over-represented female characters while the other six ones
43 over-represented male ones Of all the analyzed textbooks, Tiếng Anh 8 tập 1 witnesses the clearest gender imbalance of textbook characters It is also important to note that
The English textbooks "Tiếng Anh 7 tập 1" and "Tiếng Anh 9 tập 2" effectively balance gender representation in word count and dialogue initiation However, "Tiếng Anh 6 tập 1" is the only book that features mixed-gender dialogue throughout This indicates a lack of attention to gender bias in the writing process, as many instances of gender imbalance in visibility and initiation could have been easily addressed by the authors.
Between 2013 and 2016, there was a noticeable shift in textbooks from predominantly male characters to a greater representation of female characters, indicating a move towards more female-dominated dialogues Notably, the textbooks that featured an over-representation of male characters were published prior to those that highlighted female characters.
To address the second research question, it is essential for textbook authors to acknowledge the complexities of gender representation in dialogues to create equitable learning opportunities for both boys and girls in English language education Teachers must also be aware of gender-biased materials and take responsibility for ensuring that all classroom resources promote equal learning chances for every student They should critically assess whether to use biased texts in a biased or unbiased manner, and consider strategies such as role reversal, providing neutral texts, or facilitating discussions on gender representation as potential solutions.
This research offers valuable insights for educators, teachers, and textbook designers aiming to enhance gender equality in English as a Foreign Language (EFL) textbooks.
Limitations of the Study
This study highlights linguistic sexism within English language textbooks authored by Vietnamese writers, showcasing a specific instance of bias in language teaching materials While it offers valuable insights, the research is limited to analyzing dialogues, suggesting the need for broader investigations into this issue.
The study analyzed 44 textbooks, excluding related illustrations and CDs, which may alter the findings Additionally, it focused on a single set of eight textbooks authored by one group of specialists, suggesting that a broader sample could provide a more nuanced view of gender bias in EFL textbook dialogues While there is clear evidence of gender over-representation, its impact on Vietnamese teachers and students remains unexplored These limitations highlight the need for further research, which will be discussed in the following section.
Suggestions for Future Research
To address the limitations identified, several suggestions for future research on gender bias in EFL textbooks are proposed Firstly, a study examining gender bias in the dialogues, illustrations, and CDs of specific English textbooks is essential Additionally, it would be beneficial to investigate other English textbook sets authored by different specialists to enable comparative analysis Furthermore, research should be conducted on the impact of gender over-representation in English textbook dialogues on Vietnamese teachers and students in the context of language teaching and learning.
Hoang Van Van et al (2013) Tiếng Anh 6 tập 1 (English 6 Vol 1), Ha Noi: Viet Nam
Hoang Van Van et al (2013) Tiếng Anh 6 tập 2 (English 6 Vol 2), Ha Noi: Viet Nam
Hoang Van Van et al (2014) Tiếng Anh 7 tập 1 (English 7 Vol 1), Ha Noi: Viet Nam
Hoang Van Van et al (2014) Tiếng Anh 7 tập 2 (English 7 Vol 2), Ha Noi: Viet Nam
Hoang Van Van et al (2015) Tiếng Anh 8 tập 1 (English 8 Book 1), Ha Noi: Viet Nam
Hoang Van Van et al (2015) Tiếng Anh 8 tập 2 (English 8 Book 1), Ha Noi: Viet Nam
Hoang Van Van et al (2016) Tiếng Anh 9 tập 1 (English 9 Book 1), Ha Noi: Viet Nam
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