Exploring the Preferences of Middle School English Learners for Children’s Literature by Gender

This study aims to investigate preferences for children’s literature texts and the underlying reasons for these preferences, aiming to improve the selection process of English reading instructional materials. Preliminary research was conducted to derive results similar to previous studies, and based on these findings, texts were modified to vary the protagonists’ gender and economic backgrounds to observe any changes in student preferences. Fourteen first-year middle school students participated, reading five different genres: romance, adventure, mystery, a newspaper article, and a story focused on familial love. After reading each text, participants took quizzes to verify their understanding and engaged in review sessions to clarify any misunderstandings or overlooked aspects. Upon completing the quizzes and reviews for all texts, students assigned preference scores to each text and selected reasons for their preferences from a prepared list. The results revealed distinct differences in preferences and rationales between male and female students. This study underscores the importance of carefully selecting children’s literature texts to enhance reading instruction, highlights the potential for improved academic outcomes, and emphasizes the practical applicability of the research findings within educational settings.