The purpose of this study is to help Taiwanese English-as-a- foreign-language (EFL) college students construct the concept of gender equality by reading and responding to two gender issues: housework and virginity. Educational researchers have been interested in and aware of the importance of promoting the concept and practice of gender equality in education. How exactly to accomplish this in the 0FL classroom has been the subject of some controversy. Twenty Taiwanese EFL students participated in the study. Journal responses, oral interviews, and questionnaires were used to gather data for this paper; a thematic analysis and comparative content analysis were used to analyze and interpret the data. As a result, three themes were generated: a conventional self, a transactional self, and a constructive self. The results indicated that EFL college students, for various reasons, responded positively to the use of the two gender issues, since these issues not only improved their language proficiency in English but also promoted their critical responses to the concept of equality. Some pedagogical implications are suggested for classroom practice, namely: EFL teachers should become gender attentive as teaching itself can be a means of learning and promoting gender equity. This study has demonstrated that there are powerful connections between literacy and gender. (Contains 15 references.) (KFT)