@article{ART003302430},
author={Jung, Yourim},
title={Gender Differences in Text Preferences, Reading Comprehension, and Critical Literacy: Focusing on English Children’s Literature},
journal={Modern English Education},
issn={1598-0782},
year={2026},
volume={27},
pages={65-75}
TY - JOUR
AU - Jung, Yourim
TI - Gender Differences in Text Preferences, Reading Comprehension, and Critical Literacy: Focusing on English Children’s Literature
JO - Modern English Education
PY - 2026
VL - 27
IS - null
PB - The Modern English Education Society
SP - 65
EP - 75
SN - 1598-0782
AB - This study examines how text genre and compositional features interact with learners’ gender to influence text preference, reading comprehension in an EFL context. Extending prior research on gender-based text preference, the study compares multiple genres while considering protagonists’ gender and socioeconomic portrayal. Fourteen first-year middle school students (seven male and seven female) participated. Data was collected through reading comprehension quizzes and classroom discourse and analyzed using Freebody and Luke’s Four Resources Model. Literal and inferential comprehension were quantitatively assessed, while critical literacy was examined through qualitative analysis of students’ spoken responses. Text preference was measured through post-reading ratings end-of-unit ranking. The results revealed distinct gender-related patterns. Male students reported higher interest and comprehension in fact-centered texts, whereas female students demonstrated greater engagement and inferential comprehension in emotionally driven narratives. Comprehension decreased for less-preferred texts in both groups; however, instructional scaffolding supported critical literacy. Female students more frequently employed value-based and socially contextualized interpretations, while male students tended to rely on factual judgment and normative reasoning. These findings indicate that critical literacy development is closely related to learner engagement and text preference rather than textual difficulty alone, highlighting the importance of learnercentered text selection in EFL instruction.
KW - Gender difference;text preference;reading comprehension;critical literacy;EFL learners
DO -
UR -
ER -
Jung, Yourim. (2026). Gender Differences in Text Preferences, Reading Comprehension, and Critical Literacy: Focusing on English Children’s Literature. Modern English Education, 27, 65-75.
Jung, Yourim. 2026, "Gender Differences in Text Preferences, Reading Comprehension, and Critical Literacy: Focusing on English Children’s Literature", Modern English Education, vol.27, pp.65-75.
Jung, Yourim "Gender Differences in Text Preferences, Reading Comprehension, and Critical Literacy: Focusing on English Children’s Literature" Modern English Education 27 pp.65-75 (2026) : 65.
Jung, Yourim. Gender Differences in Text Preferences, Reading Comprehension, and Critical Literacy: Focusing on English Children’s Literature. 2026; 27 65-75.
Jung, Yourim. "Gender Differences in Text Preferences, Reading Comprehension, and Critical Literacy: Focusing on English Children’s Literature" Modern English Education 27(2026) : 65-75.
Jung, Yourim. Gender Differences in Text Preferences, Reading Comprehension, and Critical Literacy: Focusing on English Children’s Literature. Modern English Education, 27, 65-75.
Jung, Yourim. Gender Differences in Text Preferences, Reading Comprehension, and Critical Literacy: Focusing on English Children’s Literature. Modern English Education. 2026; 27 65-75.
Jung, Yourim. Gender Differences in Text Preferences, Reading Comprehension, and Critical Literacy: Focusing on English Children’s Literature. 2026; 27 65-75.
Jung, Yourim. "Gender Differences in Text Preferences, Reading Comprehension, and Critical Literacy: Focusing on English Children’s Literature" Modern English Education 27(2026) : 65-75.
