educational materials

This study aimed to create medical terminology flashcards in the form of teaching and learning aids for use in the specialized language and medical terminology courses at Guilan University of Medical Sciences, Iran. To achieve the objective of the study, first, a needs analysis was conducted, which showed the scarcity of such educational materials and students’ needs for them. Next, the structure and the content of information of the flashcards were developed; then, the designed flashcards were examined and modified. Afterwards, professors who were experienced in teaching medical terminology and specialized language courses evaluated the flashcards using a questionnaire. Moreover, an interview was conducted with the professors on ways to improve the quality of the flashcards. The results showed that the professors were satisfied with the potential learning effects, the structure, and the content of information of the flashcards. They also suggested a few modifications to the flashcards and recommended that the flashcards should be used in the university courses. The study has implications for the development of educational materials in the form of teaching and learning aids.

Investigating gender stereotypes and biases is a well-grounded area of research in language education. The present study analyzes the English as a Foreign Language (EFL) textbook series Vision and Prospect, which are used in two different cycles of the official education system in Iran. It examines the representation of gender in both the text and images within these textbooks. Using content analysis, the study found various instances of gender inequality within both series. Notably, male characters were overrepresented in categories such as visibility, firstness, character action, occupation, and thematic dominance. While Vision presents a slightly less gender-biased portrayal of women compared to Prospect, men remain predominantly represented in thematic contexts in both series. The results suggest that gender stereotypes continue to persist regardless of proficiency levels in local textbooks, reflecting a socio-cultural environment in Iran that reinforces these stereotypes. These findings can be valuable for textbook authors, curriculum designers, policy-makers and other agencies involved in language education, including students and teachers.