LANGUAGE ATTITUDE OF GENERATION Z

GENDER AND SOCIOECONOMIC STATUS ANALYSIS

Abstract

This study is aimed at exploring generation Z’s attitudes towards the English language, which is specifically focused on gender and SES (Socio-Economic Status). The underlying reason for conducting this study is the heterogeneity of the results study about language attitude regarding gender and SES. Moreover, ample research on language attitudes was conducted within the framework of the quantitative paradigm. This study is geared towards a qualitative case study where interviews, observation, group interviews, and personal documents (artifacts) were used to uncover generation Z’s attitude towards the English language. Sixteen students, three male and three female students, and five upper and five lower-class students participated in the study. Personal interviews were conducted concerning gender category; meanwhile, group interviews were utilized concerning SES category. Observation during the classroom learning was focused only on students’ linguistic and paralinguistic, while personal documents were procured from students’ WhatsApp status, Facebook, and Instagram stories. The collected data were then analyzed thematically. Further analysis showed that there was a link between students’ attitudes and gender. Female students are inclined to have higher positive attitudes towards English than male students. Likewise, there was a relationship between students' attitude and SES that upper-class students tend to have higher positive attitudes towards the English language than that of their counterparts. There are three prominent factors which contribute to these different attitudes; previous experiences, linguistic aspects, and instrumental and integrative motivation. These findings shed light on our understanding that generation Z regardless of their gender and SES possess varying degrees of positive attitudes towards English language. These findings help inform teachers to acknowledge students’ diverse attitudes towards English language, while at the same time they also need to develop more pedagogical practices which can help improve the students’ positive attitude, especially those from male and a lower-SES background.