Gender Representation in EFL Textbooks: A Review of Critical Discourse Analysis Research

Abstract

This review examines Critical Discourse Analysis (CDA) research on gender representation in EFL textbooks over the past two decades. It reviews studies conducted in different national and regional contexts and shows that, despite considerable progress, readers’ responses to gender representation remain underexplored. Be cause few studies have examined how readers interpret textbook gender representations, the interaction be tween text producers and readers is still poorly understood. Future research should therefore devote greater attention to readers’ responses and to ways of improving gender representation in EFL textbooks.