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The following article is an overview of issue and research in three areas in which gender manifetst itself in the EFL classroom: the English language, materials (grammars, textbooks, dictionaries, and teacher's guides), and processes (learning styles and strategies, and teacher-learner and learner-learner interaction). The article also briefly examines some implications of gender in materials and classroom interaction for language acquisition.
Jane Sunderland (1992) studied this question.