Gender representations in EFL instructional materials can be given less attention amid covid-19 pandemic because there are abundant resources offered in online learning. The current paper aims to investigate a measurement to determine whether males and females are portrayed equally in EFL instructional materials, as proposed by Indonesian Education and Culture Ministry Bill No. 81 A Year 2013 that “The curriculum should be oriented toward the production of good manners and a fair attitude, with a focus on gender equality". Employing library research method, researchers attempt to achieve this by examining ten experts’ theories which postulate equal representations of gender in EFL textbooks, namely Ching (2014), Cohen and Manion (1992), Dominguez (2003), Porreca (1984), Stockdale (2003), Sovic and Hus (2014), Gharbavi and Mousavi (2012), Holmqvist and Gjorup (2006), Nofal and Qawar (2015), and Kizilaslan (2010). The findings from the analysis indicate that gender representations in learning materials can be measured through language items and illustrations, and further complete sub dimensions descriptions are elucidated in the discussions. Pedagogical implications of selecting and developing instructional materials, which represent gender equality, are explored more to foster effective emergency remote learning.