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Importance of the study: Ensuring gender equality in education is a basis for creating opportunities for both men and women to participate equally in social development and receive the benefits of development equally. Gender-sensitive curricula and course materials are crucial in avoiding social stereotypes and eliminating gender inequalities. Therefore, it is important to analyze the gender sensitivity of educational curricula and teaching materials at all levels of educational institutions. Novelty of the study: The analysis of gender sensitivity in Mongolia's secondary school curriculum and teaching materials has not been done before. The novelty of this work is that through this research, we are taking a new step to create gender equality and inclusiveness in educational content by analyzing the content of some English course textbooks and teachers' teaching methods. Research method: Content analysis was quantitatively used in analyzing word order where both sexes are mentioned in English textbooks for 8th and 9th graders. In analyzing word order, where feminine and masculine terms were used together, the order of their occurrence was noted and counted. According to the results of the study, in two textbooks, there are only 6 female-first occurrences out of a total of 45 occurrences. Having the masculine form always preceding the feminine gives the impression that ensuring gender equality is insufficient in textbooks. We took an online 10-question questionnaire survey from 200 secondary school English teachers to find out how they approach teaching with gender sensitivity. In other words, the answers to the questions that ask about greeting students and instructing on exercises and tasks usually put masculine words always preceding or they chose the answer without paying attention to it at all. Thus, according to the results of 2 types of research, it is seen that gender stereotypes are still maintained, which means that the rights, opportunities, and responsibilities enjoyed by men and women are not equal, which might affect negatively a rights-based approach to assure gender equality and justice without discrimination and it is likely there is a tendency that men are preferred to develop. This violates the equal rights of men and women and gives students the idea that their roles and positions in society should be different.
Importance of the study: Ensuring gender equality in education is a basis for creating opportunities for both men and women to participate equally in social development and receive the benefits of development equally. Gender-sensitive curricula and course materials are crucial in avoiding social stereotypes and eliminating gender inequalities. Therefore, it is important to analyze the gender sensitivity of educational curricula and teaching materials at all levels of educational institutions. Novelty of the study: The analysis of gender sensitivity in Mongolia's secondary school curriculum and teaching materials has not been done before. The novelty of this work is that through this research, we are taking a new step to create gender equality and inclusiveness in educational content by analyzing the content of some English course textbooks and teachers' teaching methods. Research method: Content analysis was quantitatively used in analyzing word order where both sexes are mentioned in English textbooks for 8th and 9th graders. In analyzing word order, where feminine and masculine terms were used together, the order of their occurrence was noted and counted. According to the results of the study, in two textbooks, there are only 6 female-first occurrences out of total 45 occurrences. Having the masculine form always preceding the feminine gives the impression of ensuring gender equality is insufficient in the textbooks. We took an online 10-question questionnaire survey from 200 secondary school English teachers to find out how they approach teaching with gender sensitivity. In other words, the answers to the questions that ask about greeting students and instructing on exercises and tasks they usually put masculine words always preceding or they chose the answer do not pay attention to it at all. Thus, according to the results of 2 types of research, it is seen that gender stereotypes are still maintained, which means that the rights, opportunities, and responsibilities enjoyed by men and women are not equal, which might affect negatively on rights-based approach to assure gender equality and justice without discrimination and it is likely there is tendency that men are preferred to develop. This violates the equal rights of men and women and gives students the idea that their roles and positions in society should be different. The importance of our research work lies in the fact that in the future, we will comprehensively analyze the English language curriculum and materials of secondary schools and put forward the issue of gender-sensitive development. The research abstract holds significance for educational police and practice.
This article presents the ENglish Reading Online (ENRO) project that offers data on English reading and listening comprehension from 7,338 university-level advanced learners and native speakers of English representing 19 countries. The database also includes estimates of reading rate and seven component skills of English, including vocabulary, spelling, and grammar, as well as rich demographic and language background data. We first demonstrate high reliability for ENRO tests and their convergent validity with existing meta-analyses. We then provide a bird's-eye view of first (L1) and second (L2) language comparisons and examine the relative role of various predictors of reading and listening comprehension and reading speed. Across analyses, we found substantially more overlap than differences between L1 and L2 speakers, suggesting that English reading proficiency is best considered across a continuum of skill, ability, and experiences spanning L1 and L2 speakers alike. We end by providing pointers for how researchers can mine ENRO data for future studies.
Боловсролын тэгш бус байдал нь боловсролын хүртээмж, эмэгтэй, эрэгтэйчүүд цаашид дэвшин суралцах боломж мэргэжил сонголт хийгээд ажил эрхлэх боломж зэрэгт илүү тод илэрч байгаа нь нийгэм дэх хүйсийн ялгаварлал, жендэрийн хэвшмэл ойлголт, хэв шинж бий болгох нэг шалтгаан болж байна Иймээс боловсролын агуулга дахь жендэрийн мэдрэмжтэй байдлыг шинжлэх ухааны үндэслэлтэй судлах асуудал зүй ёсоор тавигдаж байна
Боловсролын тэгш бус байдал нь боловсролын хүртээмж, эмэгтэй, эрэгтэйчүүд цаашид дэвшин суралцах боломж мэргэжил сонголт хийгээд ажил эрхлэх боломж зэрэгт илүү тод илэрч байгаа нь нийгэм дэх хүйсийн ялгаварлал, жендэрийн хэвшмэл ойлголт, хэв шинж бий болгох нэг шалтгаан болж байна. Иймээс боловсролын агуулга дахь жендэрийн мэдрэмжтэй байдлыг шинжлэх ухааны үндэслэлтэй судлах асуудал зүй ёсоор тавигдаж байна.
Content analysis was quantitatively used in analyzing word order where both sexes are mentioned in English textbooks for 8th and 9th graders. In analyzing word order, where feminine and masculine terms were used together, the order of their occurrence was noted and counted. According to the results of the study, in two textbooks, there are only 6 female-first occurrences out of total 45 occurrences. Having the masculine form always preceding the feminine gives the impression of ensuring gender equality is insufficient in the textbooks.
Building multilingual corpus network of English reading nature’s data of English speakers L1 and L2 Objectives: the relation between bechaviour and visual perception of L1 and L2 evaluation of group differences in language background (L1) individual differences and affects in reading proficiency in L1 and L2 L1 and L2 proficiency correlations Different Predictors of reading of L1 and L2: Research methodology English reading online (ENRO) Eye-Movements (MECO)
