THE IMPACT OF GENERATION Z ON CONTEMPORARY FOREIGN LANGUAGE LEARNING

ABSTRACT

The article examines the characteristics of Generation Z (born between 1997 and 2012) and the implications of their digital upbringing for foreign language education. Generation Z is distinguished by rapid adaptation to technology, preference for visual and interactive learning, and a tendency for multitasking and independent learning. These traits significantly influence how they perceive information, communicate, and acquire new skills. The study emphasizes the shift from traditional, text-centered methods to digital, gamified, and multimedia-based approaches in teaching foreign languages. It highlights methods such as blended learning, flipped learning, project-based learning, and the integration of AI and virtual reality tools to increase engagement and effectiveness. The article also considers potential challenges, including the superficial processing of information, reduced attention spans, and difficulties in real-life social interaction, and proposes strategies for educators to create effective and motivating learning environments.

Keywords: Generation Z, digital learning, foreign language acquisition, gamification, blended learning, flipped classroom, multimedia education, virtual reality, communicative competence, educational technology.

The widely used term “Generation Z” owes its origin to the theory of generations proposed in the early 1990s by researchers W. Strauss and N. Howe [1]. Generation Z is the youth born between 1997 and 2012. They grew up in the digital age, where technology, social media, and information freedom play an important role in their lives [2]. Because of this, members of Generation Z are significantly different from previous generations [2].

Recently, the status of foreign languages in our society has significantly changed. Today, knowledge of foreign languages is no longer a luxury, as it was just recently, but a real necessity; it is a means of communication [3]. Language has become one of the leading disciplines, which is quite justifiably on par with specialized subjects, as the value of a graduate in the labor market, in the context of the active development of international contacts, is largely determined, among other things, by the level of their language proficiency [3]. Currently, a completely new methodology for studying foreign languages is emerging, aimed at forming communicative competence – teaching to communicate, understand, and respect another culture [4].

Teaching children a foreign language is not just about developing their personalities. Our subject is a resource for systematically replenishing knowledge, forming, and developing communicative skills and abilities [5]. It is no news that there is a significant age difference between most of us and the children we teach; we belong to different generations and see the world differently [1]. This should be taken into account when preparing lessons so that they are interesting and beneficial. Do you know that the generation of children we have been working with for several years and will continue to work with for many more years is called “Generation Z,” or, as they are also called, “Centennials” [2]? What does this mean? It should be noted that one of the first scholars to begin researching the specific differences between generations, offering a concrete characterization and interpretation of their representatives, was the Australian scientist Mark McCrindle [2].

For example, the student was born in 2005, according to his teachings, belong to Generation Z (this generation also includes those born between 1997-2012) [2]. Let’s not dwell too long on the characteristics of this generation. In brief: they grew up in the digital age, quickly adapt to changes, value personal freedom and independence, are prone to multitasking, critically approach traditional educational models, but at the same time strive for self-development [9]. They are open to innovations, prefer interactive forms of learning, and possess a high ability to analyze information [6].

So who are the “Centennials”? They are children born in the internet age, approximately from 1996 to 2010 [2]. They can’t imagine living without gadgets and often don’t distinguish between the real and digital worlds; technology is “in their blood” [9]. What previous generations called “new technologies” or “technologies of the future” is already their present [2]. This is their world, where they often feel much simpler. This is the digital generation. They prefer virtual communication (VK, Instagram (принадлежит Meta, признана экстремистской и запрещенной в России), Twitter, Telegram, YouTube, etc.), are very active online, but are often reticent in real life, frequently antisocial, full of contradictions, as they have issues with self-identification (due to the contrasting lives in the online and real worlds, they can’t understand who they are and what they represent) [8]. Most children are under hyper-parenting (from their parents), which they try to escape not by leaving home, but by immersing themselves in the internet space [8].

Generation Z children live at the same super speed as the internet [9]. At the speed at which they scroll through news feeds on social media, they perceive any external information just as quickly. They scan texts at high speed in class, without delving into the details of what they read, lacking depth of understanding of the text; they have lost the skills of thoughtful reading [7].

The memory of Generation Z is 8 seconds and 25 words, it is involuntary attention [8]. If they become bored and uninterested, or if the text is large in volume, they stop perceiving the information, let alone retelling it [8]. With their clip-like thinking, they better perceive information in bursts and are well-suited to frequent changes in activity [9]. Unlike previous generations, internet children perform written tasks better than oral ones, as they are quite laconic, their communication skills are not well-developed, and they write more on social media than they vocalize their thoughts aloud [8].

For us, English teachers, this is a certain challenge, and we have to teach them to communicate with each other in class [3]. They are not team players and fight for personal superiority in any situation. In class, our task becomes to create an environment in which children will be forced (without even realizing it) to seek help from their classmates, forming pairs or micro-groups to solve various issues [3].

Generation Z’s learning styles are also heavily influenced by their preference for visual content [7; 6]. They are far more likely to engage with multimedia presentations – such as videos, infographics, and interactive digital content – than with traditional text-based materials [7]. This shift has profound implications for how teachers structure their lessons [6]. Traditional methods that rely heavily on textbooks and written exercises may need to be supplemented with more dynamic, visually-oriented materials [7].

For Generation Z, social media is not just a place for entertainment – it is also an essential tool for language learning [8]. Social platforms like TikTok, Instagram (принадлежит Meta, признана экстремистской и запрещенной в России), and Reddit provide opportunities for young learners to practice a new language in real-world contexts [8].

One of the most significant changes in language learning for Generation Z is the shift from traditional learning with textbooks and lectures to a digital and interactive format [9; 10].

Generation Z prefers microlearning – short, concise lessons that can be absorbed on the go [8]. They would rather watch a TikTok or YouTube video explaining a complex grammatical rule than read long textbook chapters [8]. Gamification tools like Duolingo, Quizlet, and Kahoot! increase engagement. Virtual and augmented reality platforms also impact language learning [10].

Summing up, it is important to emphasize several key characteristics of Generation Z and their learning preferences. This generation is naturally inquisitive, eager to acquire new knowledge, and able to process information quickly and easily. They are open to modern technologies, virtual communication, and collaboration, and for many of them the use of technological gadgets has become an indispensable part of daily life.

At the same time, Generation Z students need to feel that they are at the center of attention, which means that the learning process should be closely connected to real-life contexts and situations. They are primarily oriented towards achieving concrete results rather than focusing only on participation.

A crucial role in their education is played by information technologies. Today’s learners, who are proficient with modern gadgets, tend to perceive and retain information more effectively when high-tech tools are integrated into the teaching process.

Therefore, teachers should aim not at forcing students to learn, but at sparking genuine interest and curiosity. Only in this way can the study of a foreign language bring the joy of discovery, understanding, and personal growth.

References:

1. Abduqodir kizi, M. B. (2026). Gen‑Z Slangs and the AI Revolution in Language Teaching — looks at slang and AI in L2 pedagogy.
2. Deyanova Paoleti, V., & Mujahidah, N. F. Z. (2024). Youth Language Uncovered: Meta‑Synthetic Insights into Gen Z Slang — analysis of Gen Z language use and slang.
3. Margaretta, I. S., Rohmah, Z., & Degeng, P. D. (2025). Digital Literacy Skills and Foreign Language Anxiety of Gen Z in Malang — examines digital literacy and foreign language anxiety among Gen Z learners.
4. LEARN Journal — journal on English learning and teaching (Scopus‑indexed).
5. Marzona, Y. (2025). Language Change in the Communication of Generation Z — study of digital communication and language change.
6. Nurhayati, I. K. N. (2025). Vernacular Evolution: A Comparative Study of Language Use in Generation Z and Alpha — comparative study of social media language.
7. Suizo, C. D. (2024). Gen Z’s Language Identity and Contemporary Philosophies in the Digital Era — language identity study for Gen Z.
8. The Modern Language Journal — leading international journal on foreign language teaching (theory and practice).
9. Yasin, R. (2025). Dynamics of Arabic Language Learning in the Gen Z Era — examines challenges and opportunities in language learning for Gen Z.
10. Zhukova, T. A., et al. (2025). Enhancing Communicative Competence in Generation Z Linguistic Students Through Reflective Methods — explores pedagogical strategies for Gen Z linguistics students.