(LUẬN văn THẠC sĩ) an investigation into gender bias in vietnamese secondary school EFL textbook dialogues

INTRODUCTION

Rationale for the Study

As an English teacher, I focus on both the opportunities and the time each student has to practice English during lessons However, I have encountered challenges with textbook dialogues that do not promote equal 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 dialogue Additionally, while teaching a unit on “At the Science Club,” I noticed some female students' lack of interest, and when I encouraged them to engage, the dialogue featured only one female character among three males discussing science and technology This experience led me to question whether the textbooks I use prioritize male perspectives over female ones.

In June 2005, the President's Order on Promulgation of Law emphasized that educational institutions must ensure respect and equal treatment for all learners, providing them with essential information about their education A key mission of the school system is to instill the value of equality in students, with teachers adopting methods that promote fairness Consequently, schools are tasked with actively advancing 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).

This article examines gender bias present in English as a Foreign Language (EFL) dialogues found in Vietnamese secondary school textbooks The investigation highlights how these dialogues may perpetuate stereotypes and inequalities between genders, impacting students' perceptions and attitudes By analyzing the content, the study aims to raise awareness of the importance of inclusive educational materials that promote gender equality The findings suggest a need for revisions in EFL textbooks to ensure they reflect diverse and balanced representations of both genders.

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 representation of female and male characters in texts and dialogues has improved over time (Jones, Kitetu & Sunderland, 1995; Poulou, 1997), significant disparities still persist in current educational materials.

Gender bias in textbooks has been a longstanding issue globally; however, in Vietnam, Nguyen Doan Canh stands out as the first and only researcher to explore this topic specifically within English as a Foreign Language (EFL) textbooks.

In 2016, the issue of linguistic sexism was explored, highlighting the subtle messages it conveys Despite this focus, the phenomenon of gender over-representation in English as a Foreign Language (EFL) textbooks remains largely unexamined and continues to be a mystery.

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 expected to be beneficial for 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 explore gender bias in Vietnamese lower secondary English language textbooks, specifically analyzing dialogues from 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 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 study investigates gender bias in English as a Foreign Language (EFL) dialogues found in Vietnamese secondary school textbooks It analyzes the frequency of dialogue initiation by male and female characters, the number of dialogue turns taken by each gender, and the distribution of words allocated to male and female characters Additionally, the research aims to provide pedagogical recommendations for authors and educators in Vietnam to address and mitigate gender bias in these educational materials.

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 dialogues within Vietnamese EFL textbooks This study aims to address this gap but does not encompass all aspects of gender bias, such as sexist stereotypes Instead, it specifically examines gender over-representation in terms of initiations, turns, characters, and words in 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

This article explores the presence of gender bias in English as a Foreign Language (EFL) dialogues within Vietnamese secondary school textbooks The investigation highlights how gender roles and stereotypes are represented in educational materials, potentially influencing students' perceptions of gender equality By analyzing various dialogues, the study aims to uncover patterns of bias and advocate for more balanced and inclusive content in EFL textbooks The findings underscore the importance of addressing gender bias in educational resources to foster a more equitable learning environment for all students.

Significance of the Study

This research examines gender over-representation in English teaching materials, aiming to enhance understanding of gender bias in EFL textbooks Since Nguyen Doan Canh's 2016 study on linguistic sexism in upper secondary Vietnamese English textbooks, no other Vietnamese researchers have explored gender over-representation in these materials This study serves as 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 prioritize gender representation, as balanced gender portrayal is essential for equal learning opportunities in English classes The findings highlight the importance of raising teachers' awareness about gender bias in textbooks, enabling them to modify their use of textbook dialogues to ensure equitable participation of both men and women This approach aligns with the goals of promoting gender equality in education as outlined in 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.

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 is a noticeable lack of investigation into this phenomenon within Vietnam This section will provide a review of prior studies concerning 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 Language and Gender Studies, leading to a surge in research and critiques in this field Over the decades, from the 1970s to the 2000s, various studies have consistently revealed a gender bias in educational materials, notably 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, commonly used in the United States and Britain It revealed that these textbooks often depicted women as less visible than men, subjected them to jokes, and assigned them to stereotypical roles with predictable emotional responses (Hartman & Judd, 1978, p 383) Notably, in 1975, the National Council of Teachers of English implemented a policy promoting non-sexist language in publishing Despite these initiatives, gender bias remained prevalent in educational materials.

This article explores the presence of gender bias in English as a Foreign Language (EFL) textbooks used in Vietnamese secondary schools It examines how dialogues within these textbooks may perpetuate stereotypes and unequal representations of genders The investigation aims to highlight the implications of such biases on students' perceptions and attitudes towards gender roles By analyzing the content, the study seeks to contribute to the development of more equitable educational materials that promote gender equality in language learning environments.

In a follow-up study six years after Hartman and Judd, Karen Porreca (1984) examined gender bias in fifteen widely used English as a Second Language (ESL) textbooks across twenty-seven locations in the USA Her quantitative analysis revealed that, similar to earlier findings, these textbooks often presented unrealistic portrayals of both genders, predominantly featuring male characters under the guise of neutrality Porreca highlighted the prevalence of the masculine generic construction, which can mislead readers into perceiving gender equality that is not genuinely reflected in the texts According to Sadker and Zittleman (2007), some textbook publishers may attempt to create an “illusion of equality” by including images of women without adequately revising the content, ultimately perpetuating asymmetric gender representation.

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

Porreca's study reveals that all-male exercises occur 54 times in the book, while all-female exercises appear only 6 times, highlighting a significant gender imbalance (p 714) Although the study does not address whether this drill prevents girls from taking on male roles, it suggests that male dominance in these exercises may imply that females are valued less Freeman and McElhinny (1996) note that educational environments shape students' social identities, implying that a male-dominated classroom may reinforce the notion that boys are entitled to be verbally assertive, while girls are expected to be less vocal Porreca (1984) cautions that textbooks can reflect authority, and a gender-biased text may lead to detrimental consequences for students' perceptions of gender roles in education.

This article investigates gender bias in English as a Foreign Language (EFL) dialogues found in Vietnamese secondary school textbooks The study aims to identify and analyze instances of gender representation and stereotypes within these educational materials By examining the dialogues, the research highlights how gender roles are portrayed, revealing potential biases that could influence students' perceptions of gender in society The findings underscore the importance of creating more equitable and inclusive educational resources that promote gender equality in language learning contexts.

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, affirming its presence based on 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 invested in the issue She argued that many teachers might not see it as important unless it directly impacted learning outcomes Furthermore, Sunderland highlighted the unpredictability of readers' responses to biased texts, emphasizing the challenge of establishing a direct correlation between such biases and educational results.

Sunderland (1998) highlighted that gender-biased texts influence readers in various ways; some students may embrace the bias, while others may identify it and become "resistant readers," rejecting both the gender representation and the underlying gendered assumptions in the text (p.4).

According to Sunderland's 1998 findings, teachers play a significant role in shaping discussions around gender bias, as even seemingly unbiased texts can be interpreted and handled in a way that perpetuates bias.

Recent studies indicate a gradual improvement in the representation of gender in EFL textbooks, although the situation remains suboptimal Sano, Iida, and Hardy (2001) highlight that textbooks from the late 1990s contain implicit gender biases despite lacking explicit linguistic indicators Otlowsky (2003) found that women are predominantly depicted as housekeepers and mothers in these materials In the context of French language textbooks, Lee and Collins (2006) observed that modern Hong Kong English-language textbooks have adopted various strategies to mitigate biased portrayals of genders compared to earlier editions Nonetheless, women continue to be frequently associated with traditional roles.

An investigation into gender bias in Vietnamese secondary school EFL textbooks reveals significant disparities in the portrayal of genders Women are often depicted in traditional roles associated with housework, while men are shown in active, paid positions, reinforcing stereotypes of men as strong and women as weak Research by Mineshima (2008) highlighted that females are underrepresented and burdened with traditional stereotypes, whereas males are depicted as cooperative and optional Similarly, Sulaimani (2017) found that in a Saudi Arabian EFL textbook, women were underrepresented and excluded from half of the units, with equitable gender relations limited to friendships These findings underscore the need for a more balanced representation of genders in educational materials.

Research over the past fifty years has highlighted a persistent gender bias in textbooks across Europe, America, and Asia, revealing that females are often underrepresented compared to males This raises an important question regarding the presence of gender over-representation in Vietnamese EFL textbooks It is essential to investigate whether this issue aligns with or differs from the patterns observed in previous studies of textbooks from other regions.

2.1.2 Studies of Gender Bias in EFL Textbooks in Vietnam

Nguyen Doan Canh (2016) is the pioneering researcher who systematically examined gender bias in English as a Foreign Language (EFL) textbooks His study, "Linguistic Sexism in Current Upper Secondary School English Language Textbooks: Tiếng Anh 10, Tiếng Anh 11, and Tiếng Anh 12," revealed significant instances of linguistic sexism at the word and phrase levels This bias was prevalent across the three categories analyzed: morphology, semantics, and syntax Notably, the findings indicated that the hidden messages perpetuated through linguistic sexism in these textbooks disproportionately target women.

An investigation into gender bias in Vietnamese secondary school EFL textbook dialogues reveals significant linguistic sexism The analysis shows that women are often portrayed as secondary and dependent figures, while men are depicted as superior and independent, suggesting a troubling exclusion of women from representations of humanity This bias not only reflects societal attitudes but also impacts students' perceptions of gender roles.

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.

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 from Form 1 to Form 12 The primary level includes Forms 1-5 for children aged 6-11, the lower secondary level covers Forms 6-9 for those aged 11-15, and the upper secondary level comprises Forms 10-12 for students aged 15-17 English has become a mandatory subject across all educational levels, starting from Grade 3 through Grade 12 At the lower secondary level, English is taught as a compulsory course, with three to five 45-minute periods dedicated to practice each week.

The English textbooks for grades 6 to 9, introduced by the Vietnamese Ministry of Education and Training between 2013 and 2016, consist of two volumes each for grades 6, 7, 8, and 9 Each textbook contains six units and two reviews, with each unit divided into eight parts: Getting Started, A Closer Look 1, A Closer Look 2, Communication, Skills 1, Skills 2, Looking Back, and Project Each part includes 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 partnership with Pearson Education under the National Foreign Language 2020 Project, the series aims to enhance students' communicative competencies through engaging activities that foster meaningful practice and encourage student autonomy.

This article explores gender bias in English as a Foreign Language (EFL) textbooks used in Vietnamese secondary schools, specifically focusing on the dialogues found in the "Getting Started" section The investigation, conducted by Hoang Van Van in 2015, aims to identify and analyze the representation of gender roles within these educational materials, highlighting the implications for language learning and cultural perceptions By examining the dialogues, the study seeks to uncover underlying biases that may affect students' understanding of gender equality and social roles.

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, crafted by a renowned team of Vietnamese ELT specialists led by Hoang Van Van, and published 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 as presented in the textbooks, excluding any dialogues found in Workbooks and Teacher's guides Additionally, materials in non-written formats, such as CDs and DVDs, are not considered in the analysis, as the emphasis is placed solely on the textbooks themselves.

Research Methodology

This article explores gender bias in English as a Foreign Language (EFL) dialogues found in Vietnamese secondary school textbooks The investigation highlights how these educational materials may perpetuate stereotypes and unequal representations of genders By analyzing various dialogues, the study aims to uncover underlying biases that could influence students' perceptions of gender roles The findings suggest a need for more balanced and equitable content in EFL textbooks to promote gender equality in education.

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 communicative and social prominence related to gender Additionally, Tahiri and Pouran (2014) employed critical discourse analysis to investigate gender representation in the Top-Notch series, focusing on gender relations, subject position, and content Furthermore, Nguyen Doan Canh (2016) explored linguistic sexism in textbooks, categorizing it into three areas: morphology, semantics, and syntax.

In this study, I employed a quantitative method inspired by Jones, Kitetu, and Sunderland (1995), who analyzed gender representation in ESL textbooks in England by counting male and female characters, dialogue initiations, dialogue turns, and word counts Unlike some studies that utilize mixed methods, I focused solely on quantitative analysis to avoid the potential skewing of results that qualitative methods might introduce regarding gender bias For instance, Poulou's 1997 research revealed that while female characters appeared quantitatively more often, male characters often held dominant qualitative roles in dialogues, highlighting differing portrayals This study centers on over-representation, defined as one gender being treated unfairly compared to the other, rather than the broader concept of representation Future research could benefit from qualitative methods to deepen the understanding of gender bias in textbook dialogues.

This article explores gender bias in English as a Foreign Language (EFL) dialogues found in Vietnamese secondary school textbooks The investigation highlights how these materials may perpetuate stereotypes and inequalities between genders, impacting students' perceptions and attitudes By analyzing specific dialogues, the study aims to uncover patterns of bias and suggest improvements for more equitable educational resources Ultimately, the findings emphasize the need for a critical review of EFL textbooks to foster a more inclusive learning environment for all students.

While the quantitative method has limitations in exploration, it effectively served our goal of mapping gender bias in EFL textbooks If the aim had been to understand the reasons behind this bias, qualitative interviews with authors or publishers would have been more suitable However, my primary focus was to assess 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 Using this as a foundation, I decided to limit my research to quantitative data, which can serve as baseline information for future qualitative studies.

Analytical Framework of the Study

Porreca's (1984) content analysis framework, which investigates gender representation in ESL textbooks, serves as a foundation for this study Analyzing 15 widely-used ESL textbooks, Porreca examined key categories such as the ratio of females to males in texts and illustrations, the order of mention in noun pairs, occupational visibility, and the frequency of male versus female nouns Additionally, she explored the prevalence of female-exclusive masculine generic constructions and the types of adjectives used for men and women 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.

In analyzing English language textbooks from grades 6 to 9, I adapted the framework to explore four key typologies: dialogue initiations, the number of turns in conversations, the total word count, and the character count This approach allows for a comprehensive understanding of the communication patterns presented in these educational materials.

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

This investigation into gender bias in Vietnamese secondary school English as a Foreign Language (EFL) textbooks reveals significant disparities in dialogue representation Drawing on the foundational study by Jones, Kitetu, and Sunderland (1995) regarding ESL textbooks in England, the research quantitatively analyzed the dialogues by counting the number of words spoken by girls and boys, as well as the conversation turns taken by each gender Additionally, the study examined dialogue initiations and the representation of male and female characters within the dialogues, highlighting the prevalence of gender bias in educational materials.

To accurately count the words used by male and female characters, the writer established specific criteria for what constitutes a word Numerical expressions, like "50," were counted as one word, while contractions such as "I've," "don't," and "we've" were also considered single words In contrast, number phrases like "one fifty" were counted as two words Hyphenated words, including "good-looking," were treated as one word Additionally, the study utilized tokens to represent the total word count in the text, irrespective of repetition.

In analyzing the gender representation 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 repeat; even when the same name is mentioned in various dialogues, there is no indication that it pertains to the same character.

Textbooks feature a variety of dialogues, categorized into mixed-gender and same-gender types Mixed-gender dialogues involve characters of different genders, while same-gender dialogues consist of characters of a single gender The gender of the characters is not indicated by illustrations or audio recordings but is identified by the researcher based on names and pronouns used in the dialogues Characters that cannot be clearly identified as either female or male are classified as neutral.

This article explores the presence of gender bias in English as a Foreign Language (EFL) textbooks used in Vietnamese secondary schools It examines the dialogues within these textbooks to identify patterns of gender representation and stereotypes The investigation highlights how these biases can impact students' perceptions of gender roles and contribute to societal norms By analyzing the content, the study aims to raise awareness and promote the need for more equitable educational materials in Vietnam.

FINDINGS AND DISCUSSION

Tiếng Anh 6 tập 1

The textbook Tiếng Anh 6 tập 1 features six mixed-gender dialogues, including both male and female characters, along with a neutral character referred to as the "Interviewer." This neutral character can be either male or female However, analysis reveals that male characters are significantly over-represented across all four typologies, indicating a bias in favor of male representation in the textbook.

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 dialogue engagement.

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

This article examines gender bias in English as a Foreign Language (EFL) dialogues found in Vietnamese secondary school textbooks It highlights the prevalence of stereotypical gender roles and language use that may influence students' perceptions of gender equality The investigation aims to uncover how these biases manifest in educational materials and their potential impact on learners By analyzing the dialogues, the study seeks to promote awareness and encourage the development of more equitable teaching resources in Vietnam's educational system.

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 consists of a total of six dialogues, half of which are mixed-gendered

The dialogues featuring same-gender interactions in the textbook predominantly involve male characters, indicating a significant over-representation of males across all typologies Consequently, Tiếng Anh 6 tập 2 is characterized by its disproportionate focus on male characters.

The analysis of character typologies reveals a significant gender disparity in dialogue dynamics, with male characters dominating conversational initiations, initiating four dialogues compared to just two by female characters Additionally, male characters take 44 more turns than their female counterparts In terms of character representation, the text features a higher number of male characters, with 10 male characters present versus only 3 female characters Finally, the disparity extends to word usage, where male characters are allocated a substantial 644 words compared to a mere 153 words for female characters.

This article investigates gender bias in English as a Foreign Language (EFL) textbooks used in Vietnamese secondary schools The study examines dialogues within these textbooks to identify instances of gender representation and stereotypes Findings reveal significant disparities in how male and female characters are portrayed, highlighting the need for more balanced and equitable content The research emphasizes the importance of addressing gender bias in educational materials to promote gender equality in language learning environments By understanding these biases, educators can work towards more inclusive teaching practices and resources.

The analysis of mixed-gender dialogues reveals notable trends, as detailed in Table 3 These dialogues feature interactions between male and female characters, with findings indicating that female characters dominate in three key areas: initiation, turns taken, and words used Despite this over-representation, it is important to note that the total number of characters from each gender remains equal, with three males and three females participating in the dialogues.

Table 3 Summary of mixed-gender dialogues in Tiếng Anh 6 tập 2

This article examines gender bias in English as a Foreign Language (EFL) dialogues found in Vietnamese secondary school textbooks The investigation highlights how gender stereotypes are perpetuated through educational materials, influencing students' perceptions of gender roles By analyzing the representation of male and female characters in these dialogues, the study aims to shed light on the implications of such biases for learners The findings suggest a need for more equitable and diverse representations in educational resources to foster a balanced understanding of gender among students.

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.

The textbook Tiếng Anh 7 tập 1 features six dialogues, with an equal representation of same-gendered characters It includes male, female, and a neutral character known as the "Reporter," who can be either gender Research findings indicate that male characters dominate three out of four typologies analyzed in the textbook, highlighting a significant over-representation of male figures throughout the content.

In the analysis of conversational dynamics, male characters dominate initiation with 50% of the conversations, compared to 33.3% for female characters and 16.7% for neutral characters The distribution of conversation turns shows a slight gender disparity, with female characters taking 31 turns (43.7%) and male characters taking 35 turns (49.3%) In terms of character representation, Tiếng Anh 7 tập 1 features 6 female characters (42.9%) and 7 male characters (50%) Overall, male and female characters contribute 381 words, with female characters accounting for 46.5% of the total, while neutral characters contribute 7.1% of the spoken words.

This article conducts a thorough investigation into gender bias present in English as a Foreign Language (EFL) dialogues found in Vietnamese secondary school textbooks The study aims to identify and analyze the representation of genders within these educational materials, highlighting potential stereotypes and imbalances By examining the dialogues, the research seeks to raise awareness about the impact of gender bias on students' perceptions and learning experiences Ultimately, the findings intend to contribute to the development of more equitable and inclusive educational resources in Vietnam.

Table 5 presents the findings from the mixed-gender dialogues in Tiếng Anh 7 tập 1, indicating a balanced distribution of dialogue initiations and character representation However, it is noteworthy that female characters dominate in terms of the number of turns taken and words spoken.

Table 6 illustrates the results from three same-gender dialogues, revealing that male characters initiated and utilized twice as many dialogues and words compared to their female counterparts Notably, the figures for male dialogues are only half of those for females in the second and third typologies.

Table 6 Summary of same-gender dialogues in Tiếng Anh 7 tập 1

This article investigates gender bias in dialogues found in Vietnamese secondary school English as a Foreign Language (EFL) textbooks The study aims to identify and analyze instances of gender representation and stereotypes, highlighting how these biases can influence students' perceptions of gender roles By examining the content of these textbooks, the research seeks to promote awareness of gender equality in educational materials and encourage the development of more balanced and inclusive resources for language learners in Vietnam.

In summary, the results from all dialogues in Tiếng Anh 7 tập 1 show a slight over- representation of male characters.

The textbook "Tiếng Anh 7 Tập 2" features six dialogues, including four mixed-gender and two same-gender dialogues It presents a diverse cast of characters, comprising both male and female roles, alongside a neutral character referred to as "Teacher," who can be either a man or a woman The findings from the analysis of "Tiếng Anh 7 Tập 2" are summarized in Table 7, which illustrates 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 exhibit a significant presence, initiating 50% of conversations compared to 33.3% by male characters and 16.7% by neutral characters Additionally, females take 46.1% of the conversational turns with 41 instances, while males account for 44.9% with 40 turns The representation of characters remains comparable, with 8 female characters versus 7 male characters, indicating a balanced distribution Overall, the data highlights the prominent role of female characters in dialogue initiation and participation.

An investigation into gender bias in Vietnamese secondary school EFL textbook dialogues reveals that female characters account for approximately 50% of the dialogue, while male characters represent 42.9% Additionally, neutral characters make up 6.7% of the words used This analysis highlights the representation dynamics within educational materials, emphasizing the need for balanced gender portrayal in language learning resources.

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

This article examines gender bias in English as a Foreign Language (EFL) dialogues found in Vietnamese secondary school textbooks The investigation highlights how these materials may perpetuate stereotypes and inequalities between genders By analyzing the language and contexts presented in the dialogues, the study aims to uncover underlying biases that could affect students' perceptions of gender roles The findings suggest a need for more balanced and equitable representation in educational resources to foster a more inclusive learning environment.

Table 9 presents the findings from the same-gender dialogues in Tiếng Anh 7 tập 2, revealing that the results for both genders are remarkably similar across all evaluated aspects.

To summarize, in Tiếng Anh 7 tập 2, female characters are over-represented negligibly in all of the investigated typologies.

In the English textbook "Tiếng Anh 8 tập 1," six dialogues feature a mix of genders, including two neutral characters, "Guide" and "Teacher." Analysis reveals that male characters dominate the dialogues, accounting for 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.

This article investigates gender bias in English as a Foreign Language (EFL) textbook dialogues used in Vietnamese secondary schools The study aims to identify and analyze instances of gender representation and stereotypes within these educational materials By examining the dialogues, the research seeks to highlight the implications of gender bias on students' perceptions and attitudes Ultimately, the findings will contribute to a better understanding of how educational resources can perpetuate or challenge gender norms in Vietnam.

Table 11 presents the findings from the mixed-gender dialogues in Tiếng Anh 8 tập 1, revealing a well-balanced distribution of dialogue initiations Nonetheless, male characters significantly outnumber their female counterparts in terms of dialogue turns, character count, and word usage.

This article investigates gender bias in English as a Foreign Language (EFL) dialogues found in Vietnamese secondary school textbooks The study aims to identify and analyze instances of gender representation, highlighting how these materials may perpetuate stereotypes By examining the dialogues, the research seeks to raise awareness about the implications of gender bias in educational resources and promote more equitable content in language learning The findings underscore the need for revisions in textbook design to ensure balanced gender representation, ultimately fostering a more inclusive learning environment for students.

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.

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 its representation of characters Notably, male characters constitute over three-quarters of the examined typology, indicating a significant over-representation of males in this textbook.

In the dialogues of Tiếng Anh 8 tập 2, male characters dominate the conversation, initiating all six dialogues The disparity in speaking turns is significant, with males taking 64 turns compared to only 14 for females The gender distribution among characters is also imbalanced, featuring 11 male characters versus just 3 female characters Furthermore, the textbook reflects this bias in word allocation, granting male characters 852 words while female characters receive only 163 words.

This article investigates gender bias in English as a Foreign Language (EFL) textbooks used in Vietnamese secondary schools It examines the dialogues presented in these textbooks to identify instances of gender stereotypes and disparities The study aims to highlight how these biases may influence students' perceptions of gender roles By analyzing the content, the research seeks to promote awareness and encourage the development of more equitable educational materials Ultimately, the findings underscore the importance of addressing gender bias in educational resources to foster an inclusive learning environment.

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

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 consists of a total of six dialogues, half of which are mixed-gendered

The results from Tiếng Anh 9 tập 1, which are summarized in Table 14 below, showed that male characters are over-represented in all of the typologies Hence, Tiếng Anh 9 tập

1 can be said to over-represent male characters

This article explores the presence of gender bias in English as a Foreign Language (EFL) dialogues found in Vietnamese secondary school textbooks The investigation reveals how these materials may perpetuate stereotypes and affect students' perceptions of gender roles By analyzing various dialogues, the study aims to highlight the implications of such biases on language learning and social attitudes It emphasizes the need for more balanced and inclusive educational resources to foster equality and promote a better understanding of gender dynamics in language use.

An analysis of character interactions reveals a significant gender disparity, with male characters dominating conversational initiations, initiating four dialogues compared to just two by female characters Additionally, in terms of dialogue participation, male characters took 37 more turns than their female counterparts This highlights the pronounced over-representation of male characters in these interactions.

In the analysis of episode 9, it is evident that male characters dominate the dialogue, featuring 11 male characters compared to only 5 female characters Additionally, the word usage highlights this disparity, with male characters using 869 words, while female characters are limited to just 312 words.

Number of characters Number of characters

In Table 15, the results from mixed-gender dialogues are presented Again, male characters are over-represented in all of the investigated typologies

This article examines gender bias in English as a Foreign Language (EFL) dialogues found in Vietnamese secondary school textbooks The investigation highlights how these dialogues may reinforce traditional gender roles and stereotypes, potentially impacting students' perceptions of gender equality By analyzing the language and scenarios presented in the textbooks, the study aims to raise awareness of the importance of inclusive and balanced representation in educational materials The findings underscore the need for revisions in EFL textbooks to promote gender fairness and foster a more equitable learning environment for all students.

Table 16 presents the outcomes of three same-gender dialogues from Tiếng Anh 9 tập 1, revealing a notable gender imbalance Among these dialogues, two feature male characters while only one involves female characters Consequently, male characters dominate the statistics, accounting for approximately 70% of the initiations, turns taken, characters, and words utilized.

This article investigates gender bias in dialogues found in English as a Foreign Language (EFL) textbooks used in Vietnamese secondary schools The study aims to identify and analyze instances of gender stereotyping and representation within these educational materials By examining the dialogues, the research seeks to highlight the implications of gender bias on students' perceptions and attitudes, ultimately advocating for more equitable and inclusive content in EFL resources The findings are intended to inform educators and policymakers about the importance of addressing gender issues in language education.

In Tiếng Anh 9 tập 1, male characters significantly dominate across all four typologies, including the frequency of initiations, the number of dialogue turns, the character count, and the total word usage.

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 representations, as well as two neutral characters referred to as "Teacher" and "Interviewer," who can be either men or women This inclusive approach highlights the study's findings on gender representation in 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, both initiation and character representation showed an equal distribution among genders, with two dialogues each for female, male, and neutral characters However, in the typologies of "number of turns taken" and "number of characters," female characters were slightly more prominent, taking 46.1% of conversation turns compared to 40.4% for male characters In Tiếng Anh 9 tập 2, there were 8 female characters (47.1%) and 7 male characters (41.2%) Additionally, female characters accounted for 46.1% of the words spoken, while male characters contributed 37.1%, with neutral characters making up 7.1% of the dialogue.

This article investigates gender bias in English as a Foreign Language (EFL) dialogues found in Vietnamese secondary school textbooks It highlights the prevalence of gender stereotypes and the implications they have on students' perceptions of gender roles The study aims to raise awareness about the importance of inclusive language and equitable representation in educational materials, ultimately advocating for a more balanced approach in EFL curriculum development in Vietnam.

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 19 presents the results of two same-gender dialogues from Tiếng Anh 9 tập 2, showing that both genders have an equal number of dialogue initiations and characters The analysis indicates consistency in these aspects across the dialogues.

An investigation into gender bias in Vietnamese secondary school EFL textbook dialogues reveals significant disparities in representation While female characters tend to have more speaking turns, male characters use a greater number of words in same-gender dialogues, particularly noted in the textbook "Tiếng Anh 9 tập 2." This study highlights the nuanced dynamics of gender portrayal in educational materials, emphasizing the need for balanced representation in language learning resources.

In Tiếng Anh 9 tập 2, female characters dominate in terms of dialogue, exhibiting a higher number of turns, characters, and words used Conversely, there is a balanced representation between genders in dialogue initiation, highlighting a nuanced portrayal of gender dynamics in the text.

Analysis and Discussion of the Findings

In the analysis of dialogue initiation in selected textbooks, the textbook Tiếng Anh 7 tập 2 stands out for its representation of female characters, with 50% of dialogues initiated by them This contrasts sharply with earlier findings, such as those by Sunderland (2000), which highlighted a 1997 textbook that featured only one male character in a speaking exercise, limiting girls' opportunities to practice conversational skills Additionally, the neutral character 'Interviewer' is responsible for one out of six dialogue initiations, illustrating the potential for varied interpretations depending on the teacher's approach in the EFL classroom.

An investigation into gender bias in Vietnamese secondary school EFL textbooks reveals significant disparities in dialogue representation Notably, the textbook Tiếng Anh 8 tập 2 lacks any dialogues initiated by female characters and does not include neutral characters, limiting opportunities for girls to practice dialogue initiation In contrast, Tiếng Anh 9 tập 2 achieves a more balanced representation, with both male and female characters initiating dialogues equally, each accounting for 33.3% of the conversations This highlights the importance of using unbiased texts to promote equal opportunities for all learners in language practice.

In the analysis of the "turns taken" typology, the textbooks Tiếng Anh 7 tập 2 and Tiếng Anh 9 tập 2 show a notable representation of female characters, with both allocating 46.1% of dialogue turns to them While these textbooks provide girls with more speaking opportunities, boys are not entirely excluded, as they can occupy neutral roles in conversations Ultimately, the responsibility lies with 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," a significant disparity is evident in the dialogue participation between female and male characters Specifically, in "Tiếng Anh 6 tập 2," female characters contributed only 19 dialogue turns, while male characters dominated with 63 turns Similarly, in "Tiếng Anh 8 tập 1," male characters took 61 turns compared to just 7 turns from female characters, highlighting a notable gender imbalance in conversational roles.

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 but notable difference in gender representation.

In the first volume of English 8, there is a significant gender disparity, with male characters outnumbering female characters by a ratio of four to one.

An investigation into gender bias in Vietnamese secondary school EFL textbooks reveals significant disparities in dialogue representation In "Tiếng Anh 8 tập 1," there are three same-gender dialogues exclusively featuring male characters, limiting speaking opportunities for girls unless they assume male roles Similarly, "Tiếng Anh 6 tập 2" shows a pronounced male dominance with 10 male characters compared to only 3 female characters, all dialogues being between males Conversely, "Tiếng Anh 7 tập 1" achieves a more balanced representation, with 6 female characters (42.9%) and 7 male characters (50%), indicating progress toward gender equality in educational materials.

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 imbalance in the representation of male and female characters, with male characters being featured approximately eight times more frequently (805 words compared to 98 words) This disparity 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 a 100% mixed-gender dialogue approach While it remains unclear if same-gender dialogues alienate certain learners, Sunderland's (2000) research on German classrooms indicates that girls are generally more inclined to adopt male roles, whereas boys tend to shy away from female roles.

This study reveals that Vietnamese lower secondary school EFL textbooks exhibit gender bias, 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

An investigation into gender bias in Vietnamese secondary school EFL textbooks reveals significant disparities in dialogues across several editions, specifically Tiếng Anh 6 tập 2 and Tiếng Anh 8 tập 1 The study highlights that nearly half of the dialogues exhibit gender stereotypes, which can influence students' perceptions of gender roles This analysis emphasizes the importance of revising educational materials to promote gender equality and provide a more balanced representation of both genders in language learning resources Addressing these biases is crucial for fostering an inclusive learning environment that empowers all students.

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 reveals a trend towards more female-dominated dialogues correlating with the publication date However, it is crucial to note that this study is based solely on quantitative data, and qualitative aspects were not considered, which may alter the overall understanding of character representation.

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, I initiated the current research project.

This thesis examines gender bias within the new English textbook series designed for lower secondary schools in Vietnam, aiming to identify the disparities between the representation of male and female genders.

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 outlined by Jones, Kitetu, and Sunderland (1995) to explore gender bias in Vietnamese ELF lower secondary textbooks The analysis focused on four typologies: dialogue initiation, number of turns, number of characters, and number of words Findings revealed a significant presence of gender bias within the dialogues of these textbooks Despite being developed by a leading group of Vietnamese English language specialists, the degree of gender over-representation varied notably across the textbooks and typologies examined, particularly in two of the eight textbooks, Tiếng Anh 7 tập.

2 and Tiếng Anh 9 tập 2, over-represented female characters while the other six ones

An investigation into gender bias in Vietnamese secondary school EFL textbooks reveals a significant over-representation of male characters in dialogues Among the analyzed materials, "Tiếng Anh 8 tập 1" exhibits the most pronounced gender imbalance, highlighting the need for more equitable representation in educational resources This study underscores the importance of addressing gender disparities in language learning materials to promote inclusivity and fairness in education.

The English textbooks Tiếng Anh 7 tập 1 and Tiếng Anh 9 tập 2 effectively achieve gender balance in word count and dialogue initiation, respectively 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 numerous instances of gender imbalance in visibility and representation could have been easily addressed by the textbook authors if they had prioritized this issue.

Between 2013 and 2016, there was a notable shift in textbooks from predominantly male characters to a greater representation of female characters, indicating a change in dialogue dynamics Textbooks that featured an over-representation of male characters were published earlier than those that highlighted female characters.

To address the second research question, it is crucial for textbook authors to understand the complexity of gender representation in textbook dialogues, ensuring that both boys and girls have equal opportunities to practice and learn English Teachers must also be aware of gender-biased materials and take responsibility for using resources that promote equitable learning for all students They face the challenge of determining whether to present biased texts in a biased or unbiased manner Potential solutions include role-swapping, providing neutral texts, or facilitating discussions on gender bias.

This research will significantly benefit educators, teachers, and textbook designers focused on enhancing gender equality in EFL textbooks.

Limitations of the Study

This study highlights linguistic sexism within English language textbooks authored by Vietnamese writers, serving as a modest example of this issue It is important to note that the investigation focused solely on the dialogues present in these teaching materials, which may limit the scope of the findings.

This investigation into gender bias in Vietnamese secondary school EFL textbook dialogues reveals significant limitations Firstly, the study focused solely on textbook content, excluding related illustrations and audio materials, which may alter the findings Secondly, the research was confined to a single set of eight textbooks authored by one group of specialists; a broader sample selection could provide a more comprehensive understanding of gender bias Lastly, while there is clear evidence of gender over-representation, the impact of this bias on Vietnamese teachers and students remains unexplored These limitations highlight the need for further research, which will be discussed in the subsequent section.

Suggestions for Future Research

To address the identified limitations, several recommendations for future research on gender bias in English as a Foreign Language (EFL) textbooks are proposed Firstly, a study examining gender bias in the dialogues, illustrations, and accompanying CDs of specific English textbooks is essential Additionally, investigating other English textbook sets authored by different specialists would allow for meaningful comparisons Furthermore, research should be conducted on the impact of gender over-representation in textbook dialogues on Vietnamese teachers and students in the context of language teaching and learning.

This article explores gender bias in English as a Foreign Language (EFL) textbook dialogues used in Vietnamese secondary schools It highlights the prevalence of gender stereotypes and the implications these biases have on students' perceptions of gender roles The investigation aims to raise awareness about the need for more equitable representation in educational materials, ultimately promoting a more inclusive learning environment By addressing these issues, the study seeks to contribute to the improvement of EFL textbooks and enhance gender sensitivity in language education in Vietnam.

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This article examines gender bias in English as a Foreign Language (EFL) textbook dialogues used in Vietnamese secondary schools It highlights the prevalence of stereotypes and unequal representations of genders within educational materials The study aims to raise awareness of these biases and their potential impact on students' perceptions of gender roles By analyzing the dialogues, the research seeks to promote more equitable and inclusive content in EFL textbooks, ultimately fostering a more balanced educational environment for all students.

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This article investigates gender bias in English as a Foreign Language (EFL) textbooks used in Vietnamese secondary schools It examines the dialogues presented in these textbooks to identify patterns of gender representation and the implications for students' perceptions of gender roles The study aims to highlight the presence of stereotypes and suggest improvements to promote gender equality in educational materials Ultimately, the findings seek to raise awareness about the impact of biased content on learners' understanding of gender dynamics in society.

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An investigation into gender bias in Vietnamese secondary school EFL (English as a Foreign Language) textbook dialogues reveals significant disparities in the representation of genders The study highlights how dialogues often reinforce traditional gender roles, with male characters frequently portrayed as active and authoritative, while female characters are depicted in passive or subordinate roles This gender bias not only affects students' perceptions of gender equality but also impacts their language learning experience Addressing these biases in educational materials is crucial for promoting a more balanced and equitable learning environment.

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This article investigates gender bias in English as a Foreign Language (EFL) dialogues found in Vietnamese secondary school textbooks The study aims to identify and analyze the representation of gender roles within these educational materials It highlights the implications of such biases on students' perceptions of gender equality and their language learning experiences By examining the dialogues, the research seeks to promote awareness and encourage the development of more balanced and inclusive educational resources.

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