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English Literature Reading as Gendered Activity at Educational Primary Level

English is the certified language of Pakistan and intermediate of teaching in private schools. Learning an FL might be frustrating and challenging for some young learners. Stories in English as literature are an effective technique to teach young learners. This paper attempts to explore if reading stories in English as part of literature is a gendered activity with differences of interest by boys and girls. The study used a Reading Attitude Survey modified from Downing Object Activity Opinion and the Finnish questionnaire. The findings depict that stories in the schoolbooks are enthusiastic and are suitable according to learners' curiosity and standard. Results further specified that the general mainstream of students understands reading as an action that is more appropriate for girls, thus supportive of the study's hypothesis. The results also suggested that the gender-based insights strengthen with age for both boys and girls.