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

Abstract

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.