, it is clear that schools textbooks promote the gender biased approach because men are shown in powerful, prestigious, well reputed and respectable jobs and women are shown in less visible and less valued positions.
All the themes and sub-themes have a male dominancy though the 1973 Constitution of Pakistan has claimed to remove the gender disparities.
Nine steps were taken in this research process. There is still a lack of practical application for gender equity in schooling tackling the obstacles in the way of such goals (Khalid and Khan 2006 Khan 2007). The ministry of education clearly states that "efforts will be made to eliminate gender bias in textbooks and curriculum" (Ministry of Education 2003b, 22). Gender presentation in school textbooks is a newly emerging field of study in academia. A qualitative approach was adopted to study the textbook with gender perspectives. This research was aimed to study the curriculum of English Textbook Grade-VIII in the Khyber Pakhtunkhwa province of Pakistan. It is also suggested that the application requires improvements. The experimental results indicate that users have a strong interest in learning Japanese with MiniHongo, and some difference was found in how well users could memorize what they learned via the application. One composed lessons without location recognition, and the other composed lessons without location and activity recognition.
A between-subject experiment was conducted to evaluate MiniHongo, which involved comparing it to two other versions of itself. MiniHongo uses a cloud service for its database and public application programming interfaces for location tracking. Therefore, we present MiniHongo, a smartphone application that recognizes learners’ current locations and activities to compose lessons that comprise words that are strongly related to the learners’ real-time situations and can be studied in a short time period, thereby improving user motivation. Our goal for this study was to develop an application that guides learners to achieve small goals by creating small lessons that are related to their real-life situations, with a main focus on vocabulary acquisition. While providing interactive designs and playful games to keep learners interested, these applications do not focus on motivating learners to continue learning after a long time. There are various mobile applications to support foreign-language learning.
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