Abdullah, N., & Chandran, S. K. (2009). Cultural elements in a Malaysian English language textbook. A paper presented at the Islamic Science University of Malaysia (USIM), March 2009.
Adaskou, K., Britten, D., & Fahsi, B. (1990). Design decisions on the cultural content of a secondary English course for Mororcco. ELT journal, 44(1), 3-10.
Amerian, M., & Tajabadi, A. (2020). The role of culture in foreign language teaching textbooks: an evaluation of New Headway series from an intercultural perspective. Intercultural Education, 31(6), 623–644. https://doi.org/10.1080/14675986.2020.1747291
Aoumeur, H., & Ziani, M. (2022). Representation of Culture in EFL Textbooks: A Linguistic and Content Analysis of My Book of English. Arab World English Journal,13(2), 282-296. https://dx.doi.org/10.24093/awej/vol13no2.19
Ashrafi, S., & Ajideh, P. (2018). Exploring culture-related content in English textbooks: A closer look at Advanced Series of Iran Language Institute. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 6(1), 91-109. Doi; 10.22049/JALDA. 2018.26195.1056
Ansary, H., Babaii, E. (2003). Subliminal Sexism in Current ESL/EFL Textbooks. Asian EFL Journal, 5(1), 200-241
Azad, M.T. (2020). Gender Representation in Iranian High School Textbook Images. Language Teaching Research Quarterly, 15, 50-70. https://doi.org/ltrq.2020.15.04
Bağ , E. & Bayyurt, Y. (2015). Gender representations in EFL textbooks in Turkey 1. In S. M. Abolaji & S. Mills, (Eds.), Gender representation in learning materials: International perspectives. Routledge.
Bahman, M., & Rahimi, A. (2010). Gender representation in EFL materials: an analysis of English textbooks of Iranian high schools. Procedia - Social and Behavioral Sciences, 9, 273–277. https://doi.org/10.1016/j.sbspro.2010.12.149
Baleghizadeh, S., & Shayesteh, L. A. (2020). A content analysis of the cultural representations of three ESL grammar textbooks. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1844849
Basabe, E. A. (2006). From De-Anglicization to internationalization: Cultural representations of the UK and the USA in global, adapted and local ELT textbooks in Argentina. Profile Issues in Teachers Professional Development, 7(1), 59-75
Brown, H. D. (1994). Principles of language learning and teaching (3rd ed.). Englewood Cliffs, NJ: Prentice Hall Regents.
Brown, H. (2012). Principles of language learning and teaching. Longman
Byram, M. (1993). Language and Culture Learning: The Need for Integration. In Byram. M. (Ed.), Germany, its Representation in Textbooks for Teaching German in Great Britain. Frankfurt am Main: Diesterweg, 3-16
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.
Canagarajah, A. S. (2005). Reclaiming the local in language policy and practice (Ed.). Erlbaum.
Clyne, M., & Sharifian, F. (2008). English as an International language: Challenges and possibilities. Australian Review of Applied Linguistics, 31(3), 28.1-28.16
Cortazzi, M., &Jin, L. (1999). Cultural mirrors, materials and methods in the EFL classroom. In E. Hinkel (Ed.), Culture in second language teaching and learning. Cambridge University Press.
Dabbagh, A. (2016). Gender representation under critical image analysis: the case of Iranian ELT textbooks. International Journal of English Language & Translation Studies, 4(4), 39-52.
Davis, K.A., & Skilton-Sylvester, E. (2004). Looking back, taking stock, moving forward: Investigating gender in TESOL. TESOL Quarterly, 38(3), 381–404.
Davoodi, M. (1999). Language and culture in Iranian high school English textbooks. Unpublished paper, Shiraz University, Iran.
Del-Teso-Craviotto, M. (2006). Words that matter: Lexical choice and gender ideologies in women’s magazines. Journal of Pragmatics, 38(11), 2003-2021.
Derakhshan, A. (2021). Should textbook images be merely decorative? Cultural representations in the Iranian EFL national textbook from the semiotic approach perspective. Iranian Journal of Language Teaching Research 3, 47–66.
Diktaş, M. (2011). Gender Representation in EFL Coursebooks. 2nd International Conference on New Trends in Education and Their Implications (27-29 April, 2011) Antalya-Turkey.
Erden, F. T. (2009). A course on gender equity in education: Does it affect gender role attitudes of preservice teachers? Teaching and Teacher Education, 25(3), 409-414
Fageeh, A. (2011). At crossroads of EFL learning and culture: How to enhance cross-cultural awareness in EFL college students. Cross-cultural Communication, 7(1), 62-72
Fatemi, A.H., Pishghadam, R., & Heidarian, Z. (2011). Gender Delineation in High school and Pre-university ELT Textbooks: A Criterion-Oriented Approach to Text Analysis. The Iranian EFL Journal, 7 (3), 32-47.
Garcia, M. (2005). International and intercultural issues in English teaching textbooks: The case of Spain. Intercultural Education, 16(1), 57–68.
Gheitasi, M., Aliakbari, M., & Yousofi, N. (2020). Evaluation of culture representation in Vision English Textbook Series for Iranian secondary public education. Journal of English Language Teaching and Learning, 12(26), 145-173. https://doi.org/10.22034/ELT. 2020.11471
Goffman, E. (1976). Gender Advertisements. New York: Harper & Row Publishers.
Hajjaj, A. S. (1981). English language teaching in Kuwait. Teaching English abroad Newsletter.
Halliday, M. A. K. (1977). Text as semantic choice in social contexts. In T. A. van Dijk & J. S. Petofi (Eds.), Grammars and descriptions: Studies in text theory and text analysis (pp. 176- 225). Berlin: Walter de Gruyter.
Hamiloğlu, K., & Mendi, B. (2010). A content analysis related to the cross-cultural/intercultural elements used in EFL course books. Sino-US English Teaching, 7(1), 16-24.
Hassaskhah, J., & Abdollahi, A. (2021). Covert curriculum in ELT coursebooks: Evidence from Top Notch and English File Series. Applied Research on English Language, 10(1), 105-128. http://dx.doi. org/10.22108/are.2021.121788.1547
Hatori, H. F. (1975). Eigo Kaiwa Kyiikasho-o Tenken-suru Examining English conversation textbooks. Eigo Kyku, 14(2), 25-27
Hinkel, E. (1999). Culture in Second Language Teaching and Learning. Cambridge University Press
Hino, N. (1988). Nationalism and English as an international language: The history of English textbooks in Japan. World Englishes 7(3), 309-14.
Ho, S. T. K. (2009). Addressing culture in EFL classrooms: The challenge of shifting from a traditional to an intercultural stance. Electronic Journal of Foreign Language Teaching, 6(1), 63–76.
Hosseinzadeh, M., Heidari, F., & Choubsaz, Y. (2021). A comparative analysis of the cultural contents and elements in international and localized ELT textbooks. International Journal of Society, Culture & Language, 10(1), 109-124.
Janebi Enayat, M., & Adel, M. R. (2016). Gender Representation and Stereotyping in ESP Textbooks. Asian ESP Journal,12(3), 94-119.
Kress, G., & van Leeuwen, T. (2006). Reading Images: The grammar of visual design (2nd edition). Routledge.
Kusumaningrum, A. R., Suparno., & Sumardi. (2023). The Cultural Representation in Secondary EFL Textbooks: A Critical Content Analysis and Teachers’ Perceptions. Journal of Innovation in Educational and Cultural Research, 4(3), 399-409.
Ladegaard, J. H. (2010). ‘Doing power’ at work: Responding to male and female management styles in a global business corporation. Journal of Pragmatics, 43(1), 4-19
Majdzadeh, M. (2002). Disconnection between language and culture: A case study of Iranian English textbooks. Retrieved from ERIC Document Reproduction Service. (ED 474 691).
Maley, A. (2010). The reality of EIL and the myth of ELF. In C. Gagliardi & A.Maley (Eds.), EIL, ELF, global English: Teaching and learning issues (pp.25–44). Bern, Germany: Peter Lang.
Marlina, R. (2014). The pedagogy of English as an International Language: More Reflections and Dialogues. In R. Marlina & R. Giri (Eds.), The Pedagogy of English as an International Language: Perspectives from Scholars, Teachers, and Students (pp. 1-19). Switzerland: Springer International Publishing.
Matsuda, A. (2012). Teaching materials in EIL. In L. Alsagoff, S. L. Mckay, G. Hu & Willy A. Renandya (Eds.), Principles and practices for teaching English as an international language (pp. 168-185). New York: Routledge, Taylor and Francis Group.
McGrath, I. (2002). Materials Evaluation and Design for Language Teaching.
McKay, S. L. (2003). The cultural basis of teaching English as an international language. TESOL Matters, 13(4), 1-6.
McKay, S. L. (2012). Teaching materials for English as an international language. In A. Matsuda (Ed.), Principles and practices of teaching English as an international language (pp. 70-83). Bristol: Multilingual Matters
Mofidi, M & Hashemi, M. (2019). Visual representation of culture in a locally developed EFL series. Journal of English Language Teaching & Learning, 11(23),157-187.
Ohara, Y., & Saft, S. (2003). Using conversation analysis to track gender ideologies in social interaction: toward a feminist analysis of a Japanese phone-in consultation TV program. Discourse & Society, 14 (2), 153-172.
Olajide S. B. (2010). A Critical Assessment of the Cultural Content of Two Primary English Textbooks Used in Nigeria. Journal of Language Teaching and Research, 1(5), 656-661.
Özkan, R. (2013). The women figure in primary school course books. International Journal of Social Sciences, 6(5), 617-631. https://doi.org/10.9761/JASSS1567.
Pallant, J. (2011). SPSS survival manual: A step-by-step guide to data analysis using SPSS. Australia: Allen & Unwin.
Pennycook, A. (2003). Global Englishes, rip slyme, and performativity. Journal of Sociolinguistics, 7(4), 513-533.
Pishghadam, R., & Naji, E. (2012). Applied ELT as a panacea for linguistic imperialism. Iranian EFL Journal, 8(1), 35-52.
Sharifian, F. (2008). Language, culture, and emotions: I'm sorry that I can't say sorry. Paper presented at the public lecture E-Central TAFE, East Perth, Western Australia.
Sharifian, F. (2011). Cultural conceptualizations and language: Theoretical framework and applications. Amsterdam/Philadelphia: John Benjamins.
Skliar, O. (2007). Gender representations and gender bias in ELT textbooks published in the Middle East: A case study of ELT textbooks published in Turkey and Iran. MA thesis, Middle East Technical University, Ankara, Turkey.
Sunderland, J. (1992). Gender in the EFL classroom. ELT Journal, 46(1), 81-91.
Tajeddin, Z., & Bahrebar, S. (2017). Sociological and aesthetic senses of culture represented in global and localized ELT textbooks. Journal of Teaching Language Skills (JTLS), 36(3), 119-143. Doi: 10.22099/jtls.2017. 25995.2299
Tajeddin, Z., & Janebi Enayat, M. (2010). Gender representation and stereotyping in ELT textbooks: A critical image analysis. Teaching English Language, 4(2), 51–79. https://doi.org/10.22132/tel.2010.66107
Tajeddin, Z., & Teimournezhad, S. (2014). Exploring the hidden agenda in the representation of culture in international and localized ELT textbooks. The Language Learning Journal, 43(2), 1–14.
Tanaka, H., & Fukushima, M. (2002). Gender orientations to outward appearance in Japanese conversation: a study in grammar and interaction. Discourse & Society, 13(6), 749-765.
Thomas-Hunt, M. C., & Phillips, K. W. (2004). When what you know is not enough: expertise and gender dynamics in task groups. Personality and Social Psychology Bulletin. 30, 1585–1598. https://doi.org/ 10.1177/0146167204271186
Tomlinson, B. (2012). Materials Development for Language Learning and Teaching. Language Teaching, 45, 143-179. https://doi.org/10.1017/S0261444811000528
Vahdat, S., Anai Sarab, M. R., & Ghobadi, S. (2020). Evaluating the cultural appropriacy of commercial English language teaching textbooks in the Iranian context. Teaching English Language, 14(2), 111-144. https://doi.org/10.22132/TEL.2020.119868
Van Leeuwen, T. (2008). Discourse and practice: New tools for critical discourse analysis. New York, NY: Oxford University Press.
Xiang, R., & Yenika-Agbaw, V. (2021). EFL textbooks, culture and power: A critical content analysis of EFL textbooks for ethnic Mongols in China. Journal of Multilingual and Multicultural Development, 42(4), 327– 341. https://doi.org/10.1080/01434632.2019.1692024
