INTRODUCTION
Rationale for the Study
As an English teacher, I focus on providing equal opportunities for all students to practice English during lessons However, I have encountered challenges with textbook dialogues that often favor male participation For instance, during a reading activity with two male and two female students, the girls had significantly fewer speaking turns, often only participating at the end of the conversation Additionally, while teaching a unit on "At the Science Club," I noticed a lack of engagement from some female students and attempted to involve them in the dialogue Unfortunately, the text featured only one female character among three male characters discussing science and technology, prompting me to question whether the textbooks prioritize male perspectives over female ones.
In accordance with the President's Order on Promulgation of Law (June 2005), educational institutions are tasked with ensuring that learners receive respect and equal treatment, along with adequate information about their education A key mission of the school system is to instill the value of equality in students, while teachers are encouraged to adopt teaching methods that promote this principle Consequently, schools must actively advance equal rights and opportunities for both men and women.
The national curriculum emphasizes the necessity of equal educational opportunities for boys and girls; however, this ideal is not consistently 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 a gradual improvement in the balanced portrayal of female and male characters in textbook texts and dialogues (Jones, Kitetu & Sunderland, 1995; Poulou, 1997), significant disparities in gender representation still persist in these educational materials.
Gender bias in textbooks has been a longstanding issue globally; however, in Vietnam, the only researcher to have specifically examined gender bias in English as a Foreign Language (EFL) textbooks is Nguyen Doan Canh.
In 2016, the author examined linguistic sexism and the subtle messages it conveys, highlighting a significant gap in research regarding the over-representation of gender in English as a Foreign Language (EFL) textbooks This phenomenon remains largely unexplored and continues to be a mystery in the field.
This research aims to investigate the status of gender over-representation in lower secondary English as a Foreign Language (EFL) textbooks in Vietnam The findings are intended to benefit English teachers and contribute to the field of textbook analysis and evaluation within the country.
Aim and Objectives of the Study
This study aims to examine gender bias in the Vietnamese lower secondary English language textbooks, specifically the dialogues found 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 goal of this research is to identify the unbalanced representation present in the dialogues of current Vietnamese low-secondary English as a Foreign Language (EFL) textbooks, specifically focusing on "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 in terms of number of characters, number of times female and male characters initiated dialogue, number of turns taken by male and female characters as well as number of words allocated female and male characters in these dialogues and (2) to suggest pedagogical implications concerning gender bias in textbook dialogues to authors and teachers in Vietnam.
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 various educational materials, particularly in textbooks Notably, there has been no prior research on gender bias in Vietnamese EFL textbook dialogues This study aims to explore gender over-representation in dialogues from eight current lower secondary EFL textbooks, specifically examining aspects such as initiations, turns, characters, and language used However, it does not attempt to provide a comprehensive analysis of all forms of gender bias, including sexist stereotypes, present in these dialogues.
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 Since Nguyen Doan Canh's 2016 study on linguistic sexism in upper secondary Vietnamese English textbooks, no further investigations have been conducted by Vietnamese researchers on this issue This study will provide a clear example of gender over-representation in dialogues found 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 crucial for ensuring equal learning opportunities in English classes The findings will raise awareness among teachers about gender bias in textbooks, prompting them to adjust the dialogues used in their teaching materials This adjustment is essential for promoting gender equality in education, in line 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 garnered significant attention from researchers globally for several decades; however, there has been limited investigation into this phenomenon within Vietnam This section will review previous studies on gender bias in foreign language textbooks, highlighting findings from both international and Vietnamese contexts.
2.1.1 Studies of Gender Bias in EFL Textbooks in the World
The feminist movement and women's studies in the 1970s laid the groundwork for research in Language and Gender Studies, leading to a surge in related studies and critiques Research from the 1970s through the 2000s consistently reveals a gender bias in educational materials, notably through 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, widely used in the United States and Britain It revealed that women were often less visible than men, frequently depicted in stereotypical roles, and subjected to jokes, as noted by Hartman and Judd (1978) Despite the National Council of Teachers of English adopting a policy in 1975 to promote non-sexist language in publishing, gender bias persisted in these educational materials.
In a study conducted by Karen Porreca in 1984, six years after Hartman and Judd's research, a quantitative analysis of fifteen widely used ESL textbooks revealed significant gender bias Porreca found that many characters, initially presented as neutral, were predominantly male, aligning with Hartman and Judd's earlier findings She cautioned that such unrealistic portrayals of gender could have lasting consequences According to Sadker and Zittleman (2007), some textbook publishers attempt to create “an illusion of equality” by including images of women without addressing the underlying text, which can perpetuate asymmetric gender representation despite the appearance of neutrality.
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 analyzed 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 suggests that this disparity may imply that males, particularly the character 'John,' dominate these activities, potentially leading to the perception that females are inferior Freeman and McElhinny (1996) emphasize that educational environments shape students' social identities, which may reinforce male verbal dominance in the classroom and discourage female participation Porreca (1984) cautions that gender-biased texts can convey authority and have lasting implications for students' perceptions of gender roles in education.
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 that it mattered primarily to those concerned about the issue, while some teachers might overlook it unless it impacted learning outcomes She emphasized the unpredictability of individual responses to biased texts, highlighting the challenge of establishing a direct correlation between gender bias in educational materials and student learning.
Sunderland (1998) emphasized that gender-biased texts influence readers in various ways; some students may embrace and enjoy 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 presented in ways that reflect bias.
Recent studies indicate a gradual improvement in gender representation in EFL textbooks, although significant issues persist Sano, Iida, and Hardy (2001) noted that textbooks from the late 1990s conveyed implicit gender biases despite lacking overt linguistic indicators Otlowsky (2003) found that women were primarily depicted as housekeepers and mothers In the context of French language textbooks, Lee and Collins (2006) observed that modern materials have adopted strategies to mitigate gender bias, yet women remain largely associated with domestic roles, while men are linked to professional work, reinforcing stereotypes of passivity for women and strength for men Mineshima (2008) highlighted that females were under-represented and burdened with traditional roles, while males appeared as optional figures More recently, Sulaimani (2017) examined an EFL textbook tailored for Saudi Arabia, revealing that women were significantly under-represented, with some units entirely excluding them, and that gender equality was mostly limited to friendship contexts.
Research over the past fifty years across Europe, America, and Asia highlights a persistent gender bias in textbooks, where females are often less visible than males This raises the question of whether Vietnamese EFL textbooks exhibit similar gender over-representation Furthermore, it is essential to explore how this issue compares to findings from previous studies in other regions.
2.1.2 Studies of Gender Bias in EFL Textbooks in Vietnam
Nguyen Doan Canh (2016) is the first researcher to systematically examine gender bias in English as a Foreign Language (EFL) textbooks, specifically in his works on the upper secondary school textbooks Tiếng Anh 10, Tiếng Anh 11, and Tiếng Anh 12 His study reveals the presence of linguistic sexism at the word and phrase levels, occurring frequently across morphology, semantics, and syntax Notably, the hidden messages in these textbooks demonstrate a significant bias against women, portraying them as secondary and dependent, while men are depicted as superior and inclusive of all individuals.
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 analyzes Vietnamese EFL textbooks through the lens of gender, a term derived from the British word for "sex." However, as Saptari (1997:89) suggests, gender extends beyond mere biological differences; it encompasses the differentiation of symbols and social status associated with sex, as noted by Darmi and Abida.
It is essential to understand the difference between sex and gender, as sex refers to the biological differences between males and females, while gender is a social construct based on these differences In 1955, sexologist John Money introduced the distinction between biological sex and gender roles, which was not commonly recognized before his work The term "gender" was primarily used in grammatical contexts until the 1970s when feminist theory popularized the concept, highlighting the separation between the social construct of gender and biological sex.
Gender, as defined by UNESCO (2009), encompasses the roles and responsibilities assigned to men and women within families, societies, and cultures, along with the expectations regarding their characteristics and behaviors This concept is socially constructed, meaning that gender roles and expectations are learned, can evolve over time, and differ across cultures While many societies operate within a gender binary framework of boys/men and girls/women, there are also non-binary identities and certain cultures that recognize additional genders beyond just "man" and "woman."
Gender encompasses a broad range of characteristics that differentiate male and female entities, encompassing aspects from biological sex to social roles.
2.2.2 Influences of Gender Bias in Foreign Language Textbook Dialogues
Textbooks play a crucial role in language education, yet educators cannot predict how students will interpret the material, as interpretations are often individual and subjective (Jones, Kitetu & Sunderland, 1997) According to these researchers, learners may unconsciously absorb gender stereotypes from various sources, including media, society, and school textbooks They highlight a concerning trend in older textbooks that depict women primarily as homemakers and men as businessmen, which could negatively impact women's learning experiences and their 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 in language learning by presenting various opportunities for practice They emphasize that dialogues not only model the target language's structure but also illustrate the social contexts in which it should be utilized While the effectiveness of practice may be debated, the authors assert that it is essential for enhancing pronunciation and other pragmatic elements of speaking, as well as for understanding the appropriate social contexts for conversational use.
Jones, Kitetu, and Sunderland (1997) emphasize the significance of textbook dialogues in diverse teaching contexts These dialogues, which may be presented as recorded or written conversations between two individuals, serve three primary purposes in language learning.
Role-play dialogues play a crucial role in enhancing language acquisition by expanding students' vocabulary, improving their use of expressive and figurative language, and fostering 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
Dialogues play a crucial role in language teaching by encouraging participation from all students, including those who are typically quieter They offer significant advantages in enhancing language practice and proficiency However, it is essential to ensure gender balance in dialogues, as an imbalance can negatively impact girls' language learning.
Jones, Kitetu, and Sunderland (1995) conducted an analysis of three EFL textbooks published between 1987 and 1994, revealing a mild presence of gender bias in the dialogues The 1987 textbook featured female characters who used more words (302) and initiated conversations more frequently (5 times) compared to male characters (248 words and 4 initiations) However, male characters spoke an average of 27.5 words each, while female characters averaged 23.2 words Although female characters were over-represented in two typologies, the differences were minimal The 1993 textbook showed similar results with no significant gender bias, while the 1994 edition once again indicated that female characters used more words (632) compared to their male counterparts.
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's study on ESL textbooks revealed a gender bias in dialogues, where women were often depicted as seekers of information while men were portrayed as providers Their analysis indicated that men not only initiated conversations more frequently but also spoke more words overall, with male characters contributing 2,482 words compared to 2,142 words from female characters This disparity suggests that female learners may face limitations in their language development and occupational representation due to the predominance of same-gender dialogues The authors emphasized the need for educators to reflect on the implications of these findings for their classrooms and consider how gender imbalances might influence student behavior and learning outcomes (Jones, Kitetu, and Sunderland, 1999, pp 4-15).
Sunderland (1998) highlighted the challenges in predicting the impact of biased texts on learning, specifically noting that such materials may provide unequal speaking opportunities for male and female characters In her 2000 analysis, she referenced the 1977 textbook "Function of English," which included a dialogue exercise focused on initiating conversations solely through a male character This example illustrates how outdated dialogues can limit speaking practice for both genders, particularly if students are reluctant to assume roles opposite their own gender Consequently, boys may gain an advantage in practicing conversational initiation, underscoring the need for more inclusive educational resources.
A significant study by Jones, Kitetu, and Sunderland (1997) highlights how textbook dialogues serve not only as language learning tools but also reflect social patterns by categorizing individuals and assigning occupational and social roles Their analysis reveals that women are predominantly depicted in roles such as sisters, girlfriends, mothers, and workers, while men are often portrayed as brothers, policemen, and officers This research indicates that the occupational roles presented in textbooks can reflect either contemporary or outdated societal values, ultimately suggesting that textbooks are a representation of society at large (Jones, Kitetu & Sunderland, 1997, pp.15-22).
Sofia Poulou's (1997) quantitative study on sexism in two Greek foreign language textbooks revealed significant disparities in dialogue allocation between male and female characters In the first textbook, male characters accounted for 53% of the utterances, with 914 words compared to 801 for female characters, while the second textbook presented a more balanced distribution of 49% for males and 51% for females The study also highlighted that male characters initiated 63% of dialogues and closed 65%, contrasting with 37% and 35% for female characters in the first textbook, though the second showed little difference Qualitatively, Poulou found that female characters often made requests, whereas male characters typically provided directives, suggesting that classroom practices may limit language function exposure based on gender roles She cautioned that if boys and girls do not practice the same language functions, they may only become familiar with the styles they encounter, potentially disadvantaging their learning experience Poulou concluded that ensuring equal representation of both sexes in language learning materials is crucial to prevent discrepancies in verbal behavior between male and female characters.
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
A study by Sunderland (2000) revealed that while girls are willing to engage in speaking exercises that involve male characters, boys are often reluctant to take on female character roles During a German lesson, when two male students were asked to read a dialogue with both a male and female character, they did not volunteer, leading two girls to step in and read the male parts instead Subsequent interviews with the boys highlighted their discomfort with portraying female characters Sunderland concluded that "girls can 'cross' gender boundaries with impunity, whereas boys cannot," indicating that girls have a distinct advantage in practicing speaking skills through these exercises, as they are more open to adopting roles across gender lines.
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: primary (Forms 1-5 for ages 6-11), lower secondary (Forms 6-9 for ages 11-15), and upper secondary (Forms 10-12 for ages 15-17) English has become a mandatory subject across all levels, starting 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 of instruction each week.
The English textbooks for grades 6 to 9, including 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, and Tiếng Anh 9 tập 2, were officially introduced by the Vietnamese Ministry of Education and Training between 2013 and 2016 Each textbook features 6 units and 2 reviews, with each unit divided into 8 parts: Getting Started, A Closer Look 1, A Closer Look 2, Communication, Skills 1, Skills 2, Looking Back, and Project The structure of each part includes three phases: pre-task, while task, and post-task, comprising various smaller tasks, activities, and exercises Developed by a team of Vietnamese ELT specialists led by Hoang Van Van in collaboration with Pearson Education Publishing Group, these textbooks aim to enhance students' communicative competencies through engaging activities that foster meaningful skill practice and promote student autonomy in learning (Hoang Van Van, 2015) The dialogues analyzed in this research are sourced from the Getting Started section.
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: they are widely adopted throughout the country, authored by a prominent team of Vietnamese ELT specialists led by Hoang Van Van, and published by the reputable 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 as presented in the textbooks, excluding those found in Workbooks and Teacher's guides Additionally, any materials not in written form, such as those on CDs or DVDs, are not included in the analysis, as the research is centered around the textbooks themselves.
Research Methodology
Gender bias in textbook dialogues can be analyzed from various perspectives Leikin (2001) conducted a study based on Halliday's (1985) framework, examining three textbook chapters for gender bias in communicative and social prominence through the analysis of clauses Tahiri and Pouran (2014) employed critical discourse analysis to investigate gender representation in the Top-Notch series, focusing on gender relations, subject positions, and content Additionally, Nguyen Doan Canh (2016) explored linguistic sexism in textbooks, categorizing his analysis into morphology, semantics, and syntax.
In this study, I employed the quantitative method utilized by Jones, Kitetu, and Sunderland (1995) in their analysis of dialogue in ESL textbooks in England They focused on counting male and female characters, their dialogue initiation, turns taken, and word counts A mixed-method approach was avoided, as qualitative analysis could present a different perspective on gender bias Previous research, such as Poulou's 1997 study, demonstrated that while female characters were sometimes quantitatively over-represented, male characters often held more dominant roles qualitatively This study specifically addresses over-representation, which highlights the unequal treatment of genders in textbooks, rather than the nuances of representation Future research could benefit from incorporating qualitative methods to deepen the understanding of gender bias in educational materials.
While the quantitative method has limitations in exploration, it effectively served our goal of mapping gender bias in EFL textbooks If the objective were to understand the reasons behind this bias, qualitative interviews with authors or publishers would have been more suitable Nonetheless, my primary focus was to examine the over-representation of female or male characters in these textbooks.
Creswell (2000) emphasizes the importance of maintaining a focused scope in research to ensure feasibility Based on this insight, I decided to limit my study to quantitative data, using it as a foundation for potential follow-up 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 By analyzing 15 widely-used ESL textbooks, Porreca highlighted key categories such as the omission ratio of females to males in texts and illustrations, the tendency for males to be mentioned first (e.g., "brothers and sisters"), and the occupational visibility of genders This study aims to address gender over-representation specifically in the dialogues of the lower-secondary school English language textbook, Tiếng Anh 6 tập 1.
The curriculum for English language learning in grades 6 through 9 has been adapted to include a framework that analyzes dialogue initiations, the number of turns, word count, and character count This approach aims to enhance the understanding and engagement of students in their language acquisition process.
Data Collection Procedure
The initial step in the analysis involved identifying dialogues from selected textbooks and determining which typologies to examine for gender bias Four typologies were selected, drawing on the research by Jones, Kitetu, and Sunderland (1995) regarding ESL textbooks in England Quantitative data was gathered by counting the words spoken by girls and boys, as well as analyzing the number of conversation turns taken by each gender Additionally, the study assessed dialogue initiations and the representation of male and female characters within the dialogues.
In analyzing the word usage of male and female characters, the writer established specific criteria for counting words Numeric expressions, such as "50," were counted as one word, while contractions like "I’ve" and "don’t" were also considered single words Conversely, a number expressed in words, such as "one fifty," was counted as two separate words Hyphenated terms, such as "good-looking," were counted as one word Additionally, the study utilized the concept of tokens, which refers to the total count of words in the text, regardless of repetition.
In analyzing the gender distribution of characters in dialogues, I did not differentiate between individual characters and their frequency of appearance, as noted by Jones et al (1997) Each character is unique and does not reappear; instances of the same name in different dialogues do not indicate the same character.
Textbooks feature a variety of dialogues, categorized into mixed-gender and same-gender interactions Mixed-gender dialogues involve characters of different genders, while same-gender dialogues consist of characters of the same gender The gender of these characters is not indicated by illustrations or audio recordings in the textbooks; instead, it is determined by the characters' names or corresponding pronouns Characters that cannot be classified as either female or male are identified as neutral characters.
Data Analysis Procedures
The results are displayed in both absolute values and percentages, but it's crucial to note that small sample sizes may lead to misleading impressions of over-representation in the percentages Therefore, in some instances, absolute figures were preferred for a more accurate representation Additionally, percentages were rounded to one or two decimal points to highlight minor differences that would be obscured if presented as whole numbers.
FINDINGS AND DISCUSSION
Tiếng Anh 6 tập 1
The textbook "Tiếng Anh 6 tập 1" features six mixed-gender dialogues, including male, female, and a neutral character known as the "Interviewer," who can be either gender However, a study of the textbook reveals that male characters are significantly over-represented across all four typologies, indicating a bias towards male representation.
In the analysis of conversational dynamics, male characters dominate initiation, accounting for 50% of the interactions, while females contribute 33.3% and neutral characters only 16.7% Additionally, male characters take 38 more conversational turns than their female counterparts, highlighting a significant disparity in engagement levels.
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 mix of genders in half of them However, all dialogues featuring the same gender are exclusively assigned to male characters As summarized in Table 2, the findings indicate a significant over-representation of male characters across all dialogue types Therefore, it can be concluded that Tiếng Anh 6 tập 2 disproportionately emphasizes male characters.
An analysis of dialogue typologies reveals a significant gender disparity, with male characters dominating conversational initiations, initiating four dialogues compared to just two by female characters In terms of turns taken, male characters also lead with 44 more turns than their female counterparts Additionally, the character distribution in Tiếng Anh 6 tập 2 shows a preference for male characters, featuring ten males versus only three females in dialogues 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
The analysis of mixed-gender dialogues reveals noteworthy findings, as summarized in Table 3 These dialogues feature interactions between female and male characters, with results indicating that female characters are over-represented in three key areas: initiation, turns taken, and word usage Despite this disparity, the total number of characters from each gender remains equal, with three male and three female characters participating in the dialogues.
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 half involving same-gender interactions It includes male and female characters, as well as a neutral character referred to as "Reporter," who can be either gender Research findings, summarized in Table 4, indicate that male characters are disproportionately represented in three out of four examined categories within the textbook.
In the analysis of conversational dynamics, male characters dominate initiation, contributing 50% of the initiations compared to 33.3% from female characters and 16.7% from neutral characters However, in terms of conversation turns, the difference between genders is minimal, with female characters taking 31 turns (43.7%) and male characters taking 35 turns (49.3%) Additionally, in Tiếng Anh 7 tập 1, there are 6 female characters (42.9%) and 7 male characters (50%) Overall, female and male characters together account for 46.5% of the total 381 words spoken, while neutral characters represent 7.1% of the dialogue.
Table 4 Summary of Tiếng Anh 7 tập 1
The findings from the mixed-gender dialogues in Tiếng Anh 7 tập 1, as presented in Table 5, indicate a relatively even distribution of dialogue initiations and character representation However, female characters exhibit a higher prevalence in terms of turns taken and words used, suggesting an over-representation in these aspects.
Table 5 Summary of mixed-gender dialogues in Tiếng Anh 7 tập 1
Table 6 illustrates the outcomes of three same-gender dialogues, revealing that male participants engaged in significantly fewer interactions compared to their female counterparts, with male figures being only half of those for females in the second and third typologies Notably, male characters initiated and contributed to twice as many dialogues and used double the number of words as their female contemporaries.
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, comprising four mixed-gender and two same-gender interactions It includes diverse characters, such as male and female students, along with a neutral character referred to as "Teacher," who can be either male or female A summary of the study's findings is presented in Table 7, which highlights 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 demonstrate a significant presence, initiating 50% of conversations compared to 33.3% by male characters and 16.7% by neutral characters When examining the number of conversational turns taken, female characters account for 46.1% (41 turns) while male characters closely follow with 44.9% (40 turns) The representation of characters is nearly equal, with 8 female and 7 male characters involved Additionally, female characters dominate word usage, comprising approximately 50% of the total words spoken, while male characters account for 42.9%, and neutral characters represent 6.7%.
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 findings from two same-gender dialogues in Tiếng Anh 7 tập 2, revealing that the results 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 "Tiếng Anh 8 tập 1," six dialogues feature a mix of male, female, and two neutral characters, "Guide" and "Teacher." Analysis of the dialogues reveals that male characters dominate with over 65% of initiations, turns taken, and words used Notably, in the second typology, male characters took nearly nine times as many turns as their female counterparts, highlighting a significant gender disparity in communication within the text.
Table 10 Summary of Tiếng Anh 8 tập 1
The analysis of mixed-gender dialogues in Tiếng Anh 8 tập 1, as presented in Table 11, reveals a well-balanced distribution of dialogue initiations However, it is noted that male characters are disproportionately represented in terms of the number of turns taken, characters, and words utilized.
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 the textbook reveals that it shares similarities with Tiếng Anh 8 tập 1, particularly in character representation Notably, male characters dominate the content, comprising over 75% of the examined typology, indicating a significant over-representation of male figures in this textbook.
In the Tiếng Anh 8 tập 2 textbook, a notable imbalance is observed in dialogue initiation and participation, with all six conversations being started by male characters This disparity is further reflected in the number of turns taken by each gender, with male characters dominating the conversations with 64 turns, compared to just 14 turns by female characters The textbook's character distribution also reveals a significant gap, featuring 11 male characters versus only 3 female characters Furthermore, the allocation of speaking words is heavily skewed in favor of male characters, who are assigned 852 words, while female characters are limited to just 163 words.
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
Tiếng Anh 9 tập 1 features six dialogues, with a balanced mix of genders; however, the findings summarized in Table 14 indicate that male characters dominate across all typologies This suggests a significant over-representation of male characters in the dialogues of Tiếng Anh 9 tập 1.
1 can be said to over-represent male characters
An analysis of character interactions reveals a significant gender disparity, with male characters initiating conversations far more frequently than female characters Specifically, male characters initiated four dialogues, while female characters only initiated two, illustrating a clear over-representation of males in conversational roles Additionally, in terms of 'turns taken,' male characters had 37 more turns than their female counterparts, further emphasizing the imbalance in dialogue distribution This trend is evident across various typologies, highlighting the need for a more equitable representation of female characters in conversational contexts.
In Episode 1 of Season 9, male characters dominate the dialogue, featuring 11 male characters compared to just 5 female characters This trend is further highlighted by the significant disparity in word usage, where male characters are assigned 869 words, while female characters are given only 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, highlighting a notable gender imbalance Out of the three dialogues, two feature male characters while only one features female characters This disparity results in significant differences in the data, with male characters accounting for approximately 70% of initiations, turns taken, characters, and words used.
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, which include the frequency of initiations, the number of dialogue turns, the variety of characters, and the total word count utilized.
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 either men or women This inclusive approach highlights the varied representations within the study of the textbook Tiếng Anh.
Table 17 summarizes the findings from Tiếng Anh 9, tập 2, revealing a slight over-representation of female characters across three of the four typologies examined.
In the analysis of dialogue typologies, the initiation category showed an equal distribution of dialogue between female and male characters, each with 2 dialogues In the subsequent typologies, "number of turns taken" and "number of characters," a slight disparity was observed, with female characters taking 41 conversation turns (46.1%) compared to 36 turns (40.4%) by male characters Additionally, in Tiếng Anh 9 tập 2, there are 8 female characters (47.1%) and 7 male characters (41.2%) The percentage of words spoken reflects a similar trend, with female characters contributing 46.1% and male characters 37.1%, while neutral characters accounted for 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
In Table 19, the analysis of same-gender dialogues in Tiếng Anh 9 tập 2 shows that both genders have an equal number of dialogue initiations and characters However, female characters engage in more dialogue turns, while their male counterparts utilize a greater number of words in these same-gender interactions.
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 dialogue, exhibiting a higher number of turns, characters, and words used, while the distribution of dialogue initiation remains balanced between genders.
Analysis and Discussion of the Findings
In the analysis of English language textbooks, the representation of female characters in dialogue initiation shows significant variability The textbook Tiếng Anh 7 tập 2 stands out, with female characters initiating 50% of the dialogues, contrasting sharply with earlier findings where female representation was minimal The neutral character, "Interviewer," appears in one out of six dialogue initiations, allowing for flexible gender representation in the classroom However, Tiếng Anh 8 tập 2 lacks any female-initiated dialogues and does not include neutral characters, limiting practice opportunities for girls Conversely, Tiếng Anh 9 tập 2 achieves a balanced representation, with both genders initiating dialogues equally, highlighting the importance of gender inclusivity in educational materials.
In the analysis of the "turns taken" typology, the textbooks Tiếng Anh 7 tập 2 and Tiếng Anh 9 tập 2 notably over-represent female characters, with 46.1% of speaking turns attributed to them While these textbooks offer girls more opportunities to engage in dialogue, boys are not entirely excluded, as they often occupy neutral roles Ultimately, the responsibility lies with teachers to facilitate dialogues and ensure that all learners receive equal opportunities to practice their speaking skills.
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, a significant disparity is evident in the dialogue distribution between female and male characters In Tiếng Anh 6 tập 2, female characters only contribute 19 dialogue turns compared to 63 by male characters Similarly, in Tiếng Anh 8 tập 1, male characters dominate with 61 turns, while female characters only have 7 turns, illustrating a striking imbalance in representation.
In the typology of "number of characters," the textbooks Tiếng Anh 7 tập 2 and Tiếng Anh 9 tập 2 notably feature a higher representation of female characters, with eight females compared to seven males, indicating a minimal difference in gender representation.
The analysis of the English textbooks reveals a significant gender imbalance, particularly in Tiếng Anh 8 tập 1, where male characters outnumber female characters by four to one This disparity is further highlighted by the presence of three same-gender dialogues exclusively featuring men, limiting speaking opportunities for girls unless they adopt male roles A similar trend is observed in Tiếng Anh 6 tập 2, which includes 10 male characters compared to only 3 female characters, with all dialogues among men In contrast, Tiếng Anh 7 tập 1 achieves a more equitable representation, showcasing 6 female characters, making up 42.9%, alongside 7 male characters at 50%.
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 represented by approximately eight times more words than female characters (805 words versus 98 words) This disparity could have been mitigated through the inclusion of mixed-gender dialogues, a strategy successfully implemented in Tiếng Anh 6 tập 1 While the impact of same-gender dialogues on learner engagement remains unclear, Sunderland's (2000) study highlights that girls are often more open to adopting male roles, whereas boys tend to resist taking on female roles.
The study reveals that Vietnamese lower secondary school EFL textbooks exhibit gender bias, with varying degrees of male character over-representation across the six analyzed textbooks.
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 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 publication of Tiếng Anh 9 tập 2 shows a notable increase in the representation of female characters in dialogues compared to previous editions This analysis of eight textbooks indicates a trend towards more female-dominated dialogues, which aligns with their publication dates However, it is essential to note that this study is limited to quantitative data, and the exclusion of qualitative insights may present a different perspective on gender representation in these texts.
Pedagogical Implications
The dialogue analysis reveals a notable dominance of male characters, highlighting the presence of gender biases in the textbook Understanding these biases is crucial, as they may significantly impact the learning process.
Research indicates that biases and gender imbalances in textbooks can significantly hinder language learning outcomes When language functions are predominantly associated with males, it limits opportunities for females to engage actively in dialogue This dynamic often results in men initiating mixed-gender conversations, thereby reducing women's chances to practice initiating discussions themselves.
The findings of the present study may provide crucial implications for textbooks writers, teachers and learners of English
English textbook writers must prioritize the creation of gender-fair textbooks, as studies indicate a significant over-representation of male characters in dialogues To promote gender equality, textbook designers should carefully address these issues, ensuring balanced representation of genders This can be achieved by equalizing the number of words spoken, dialogue turns taken, dialogue initiations, and the number of characters for both males and females Taking these steps will help foster a more equitable learning environment.
To address biased textbooks in English teaching, educators can implement several strategies One effective approach is to reverse sex roles in biased content and encourage students to rewrite sexist dialogues, promoting equal representation of speech among genders (Poulou, 1997) Additionally, Sano, Iida, and Hardy (2001) recommend blind readings of texts to ensure equal practice opportunities for all students Furthermore, Hartman and Judd (1978) advocate for raising awareness of gender discrimination in the classroom, introducing a controversial element that can enhance student engagement and learning.
It can be challenging to recognize the over-representation of male characters in literature unless the disparity is stark and consistent Therefore, educators should be vigilant about this imbalance A practical solution is to have students swap roles, allowing them to read and speak equally, thereby providing everyone the opportunity to practice various functions Addressing gender biases is crucial, and it's important to engage students in discussions about their perceptions of these issues and how they are addressed in Vietnam.
CONCLUSION
Recapitulation
Research on gender bias in EFL/ESL textbook dialogues has been extensively conducted in America, Europe, and various Asian countries for several decades However, there has been a lack of similar studies in Vietnam To address this gap in the literature, I have initiated the current research.
This thesis examines gender bias in the new English textbook series designed for lower secondary schools in Vietnam, focusing on identifying the existing imbalance 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?
This study utilized the qualitative method established by Jones, Kitetu, and Sunderland (1995) to explore gender bias in Vietnamese English as a Foreign Language (EFL) lower secondary textbooks Four typologies were analyzed: 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 leading group of Vietnamese English language specialists, the degree of gender over-representation varied considerably across the textbooks and typologies examined, with two of the eight textbooks, specifically Tiếng Anh 7 tập, showing notable discrepancies.
In the analysis of English textbooks, it was found that "Tiếng Anh 9 tập 2" features a higher representation of female characters, whereas the remaining six textbooks predominantly showcase male characters Notably, "Tiếng Anh 8 tập 1" exhibits the most significant gender imbalance among all the textbooks examined.
The English textbooks "Tiếng Anh 7 tập 1" and "Tiếng Anh 9 tập 2" effectively achieve a balance in gender representation through their word counts and dialogue initiations 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 textbook writing process, as many instances of gender imbalance could have been easily addressed if the authors had prioritized this aspect.
Between 2013 and 2016, there was a notable shift in textbooks from predominantly male characters to a greater representation of female characters This change indicates that earlier published textbooks featured more male-dominated dialogues, while later editions began to emphasize female voices.
In addressing the second research question, it is crucial for textbook authors to acknowledge the complexities of gender representation in dialogues to provide 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 for every student They should evaluate whether to use biased texts in a biased or unbiased manner, and consider implementing strategies such as role reversal, providing neutral texts, or encouraging discussions on the topic to foster a more inclusive educational environment.
This research will significantly benefit educators, teachers, and textbook designers focused on enhancing gender equality in English as a Foreign Language (EFL) textbooks.
Limitations of the Study
This study highlights linguistic sexism in English language textbooks authored by Vietnamese writers, although it has notable limitations It focused solely on dialogues within the textbooks, excluding illustrations and accompanying CDs, which could yield different results Additionally, the research was limited to one set of eight textbooks by a single group of specialists, suggesting that a broader sample could provide a more comprehensive view of gender bias in EFL textbook dialogues Furthermore, while there is clear evidence of gender over-representation, the impact on Vietnamese teachers and students using these materials remains unexplored These limitations underscore the need for further research, which will be discussed in the following section.
Suggestions for Future Research
To address the limitations identified, several recommendations for future research on gender bias in English as a Foreign Language (EFL) textbooks are proposed Firstly, it is essential to conduct a study examining gender bias in the dialogues, illustrations, and accompanying CDs of the current English textbook series Additionally, exploring gender bias in other English textbook series authored by different specialists will allow for comparative analysis Furthermore, investigating the impact of gender over-representation in textbook dialogues on Vietnamese teachers and students in the context of language teaching and learning is crucial for a comprehensive understanding of the issue.
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
Hoang Van Van et al (2016) Tiếng Anh 9 tập 2 (English 9 Book 2], Ha Noi: Viet Nam
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