The Role of Gender and Age in Learning English: A Case Study of GDC Batkhela


  • Shah Faisal MPhil English, Department of English Literature and Linguistics, Northern University Nowshera.
  • Atqa Endleeb2 MPhil Scholar, Department of English, Jiangsu University of Science and Technology, China.
  • Haleema Rouf BS Student at Government Degree College Batkhela, affiliated with the University of Malakand


Second Language Acquisition, Gender Differences, Age Influence, Language Learning Motivation


The current study looks at how gender and age affect learning a second language. By assisting students in recognizing and discussing coherent devices, group discussions improve peer learning and comprehension. Interactive workshops use these technologies to practice understanding through practical application. Tests of reading comprehension evaluate students' transferable abilities by having them identify and analyze coherent devices in a variety of settings. To complete the study, the researchers utilized a qualitative methodology. Students enrolled in GDC Batkhela, Malakand's BS (Hons) English program were the study's target group. Twenty students from each group of male and female students, ranging in age, were chosen by the researchers to complete the study. The researchers employed structured interviews and questionnaires as data gathering instruments. Following data analysis, it was determined that males and females learn languages in different ways. When learning a second language, age and gender variations are evident; these variations are observed in both the first language acquisition and second language (or foreign) learning processes. Younger pupils and female students are more motivated than older students to learn foreign languages. The findings show that older learners may easily pick up complex language patterns, but younger learners find it difficult.




How to Cite

Shah Faisal, Atqa Endleeb2, & Haleema Rouf. (2024). The Role of Gender and Age in Learning English: A Case Study of GDC Batkhela. Pakistan Journal of Society, Education and Language (PJSEL), 10(2), 176–186. Retrieved from