Gender-biased representations in coursebooks have the potential to affect learners and teacher in terms of their attitudes, mindsets, and values. Considering the crucial importance of the coursebooks in Turkish educational context, the present study aims to shed light on the distribution of the gender roles in the coursebooks by examining job and adjective attributions. Within the scope of this aim, the data of the study consist of high school EFL coursebooks and workbooks published by the Turkish Ministry of National Education. In the data analysis procedure, a frequency count was done to identify a number of roles attributed to female and male characters. In this respect, the frequencies of jobs and adjective attributions of male and female characters were determined by counting the tokens. In the following step, jobs and adjectives attributed to female and male characters are classified and compared. As a result of the analysis, female and male characters in the coursebooks differ from each other in terms of both the number and variety of jobs attributed to them in spite of some similar jobs (e.g., teacher, doctor, architect) and adjectives (e.g., famous, thoughtful, successful) attributed to both genders. The possible reasons underlying the aforementioned differences are discussed and explained in detail by taking the Turkish educational and social setting into consideration.

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This study explored L2 learners' stances towards their genre-specific knowledge, their orientation to process-genre writing instruction in higher education, and their recontextualization process in learning a variety of genres. Providing a specific emphasis on the complementary role of their genre awareness and knowledge, a researcher-developed survey and semi-structured interviews were used to elicit data from 32 first year pre-service English language teachers. The findings showed that L2 learners reported having no prior writing experience in their L1 and L2. Their reported challenges in forming the rhetorical structure, organization, and content of a genre were linked to their lack of genre awareness and knowledge about the properties of a genre. L2 learners also reported transferring formal organizational patterns of essays, despite having difficulties in recognizing cross-genre regularities. Based on these findings, pedagogical insights are offered to improve the practices of L2 process-genre writing instruction.