 Methodology:

A. Interviews and questionnaires: for questions in which personal attitudes

are intervened.
For example, in a study, the preferences of learners in EFL cultural
representation, a nine-item questionnaire was developed, piloted and
administered to a group of English language learners (N= 120). The
purpose of the questionnaire was to pinpoint and measure students’
reactions to different kinds of cultural representation in EFL textbooks.

B. To compute the items that represent different cultures/ethnicities/ races:

- Content analysis as a data collection technique best known “for

making replicable and valid inferences from texts to the contexts of
their use” (Krippendorff, 2013, P. 18).

- Creating coding categories that enable effective identification of

target contents in the textbooks.

- After setting pre-determined coding categories, comes the data

collection. Textbooks are scrutinized to identify and count the
frequency of appearance.

- We get tables like this:

- T- The data here will be collected manually than added to SPSS to
turn it into tables.
 To-do in the next meeting:

1. Start with this file, Start talking about the topic and the new edited questions.
2. Discuss the methodology part
3. Than move to the two references.
4. Show he pictures and discuss the comments about them:
- First, start by saying that this textbook includes the STANDARD,
COMPETENCIES AND SKILLS PART, which includes different aspects
such CULTURE, CONNECTIONS AND PROJECTS AND COMMENT ON
THEM.
-Food and cultures most of them are Japenese.
-No Amazigh Culture little
-The pictures of the Japanese Police women
-No Islamic leaders
-Gladiator and Thanks Giving
-All pictures shown bout Muslim or Arab people are associated with laborious
works and factories and bad conditions but other foregners are presented in a
good clean way