Intergenerational Interaction: Understanding Post-Millenial Generation Expectation in English Learning

Abstract

Objective: This study aims to examine Generation Z students’ perceptions of Baby Boomer teachers’ practices in English language learning and identify mismatches with their learning preferences.

Method: A qualitative descriptive approach was employed, using open-ended interviews with university students who had learned from Baby Boomer teachers

Findings: The findings show that teachers tend to use teacher-centered and conventional methods perceived as less engaging by Gen Z students. Limited use of technology further widens the gap, reducing motivation and participation.

Contribution: This study provides insights into intergenerational dynamics in English learning and informs more adaptive and student-centered teaching strategies

Novelty: The study highlights the interaction between pedagogical practices, generational preferences, and technology in shaping student engagement.