Teaching English to generation Z: Student preferences for methods, strategies, and learning outcomes

Traditional English language teaching is often based on teacher-centred pedagogical idealism which may not be in tune with the changing needs of Generation Z learners. The aim of this study is to explore the pedagogical preferences, learning strategies and expectations of Generation Z students in an EFL context. Data were obtained from 110 university students in PTDI-STTD Bekasi using questionnaires, and verified by in-depth semi-structured interviews, using a mixed methods sequential explanatory design. The findings pointed to the integration of digital technology being not an option but a fundamental necessity for the students. Considering this, the results showed a significant preference for gamified and audio-visual based learning environments that reduce the affective filter. In addition, the study revealed a significant relationship between students’ learning motivation and their perception of the practical relevance of the material to their future career competitiveness. Furthermore, the findings suggested that Gen Z learners preferred a roadmap-oriented approach to learning, in which language acquisition was linked to real-world application rather than abstract grammatical theory. This study therefore recommended a paradigm shift in the English language teaching that recommended an embedded pedagogical approach with emphasis on technical accuracy embedded in contextual and project based activities. The results suggest that educators should be highly sensitive to the digital and professional needs of their students in an effort to promote effective language learning in the current age.