Abstract

The rapid development of digital technologies and the globalization of higher education have significantly transformed language learning practices among university students. This article examines the language learning habits of Generation Z students enrolled in Azerbaijani higher educational institutions, with particular attention to their strategies, learning environments, and motivational orientations. As digital natives, Generation Z learners demonstrate distinctive approaches to language acquisition that differ from those of previous generations, relying heavily on technology, autonomous learning practices, and informal learning spaces beyond the classroom. The primary purpose of this study is to investigate how Generation Z students in Azerbaijan engage with language learning both within formal academic settings and in out-of-class contexts. Using a mixed-methods research design, the study explores students’ preferred learning habits, their use of digital tools and online resources, and the sociocultural and motivational factors influencing their language learning behavior. The findings reveal that students frequently integrate mobile applications, social media platforms, and multimedia content into their learning routines, often supplementing institutional instruction with self-directed practices. Peer interaction and exposure to authentic language input emerge as central components of their learning experience. By identifying both strengths and challenges in current language learning practices, this study aims to contribute to the improvement of language education in Azerbaijani higher education. The results are intended to inform curriculum development, instructional strategies, and educational policy by highlighting the need for learner-centered and technology-enhanced approaches that align with the characteristics and expectations of Generation Z students.

Keywords

  • Generation Z
  • language learning habits
  • higher education
  • Azerbaijan
  • digital learning
  • foreign lang

References

  1. Aliyeva, S. (2019). Multilingualism and social mobility in Azerbaijan. Baku University Press.
  2. Aliev, R. (2015). Foreign language education in the Soviet and post-Soviet context. Journal of Eurasian Studies, 6(2), 145–158.
  3. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
  4. Brown, H. D., & Abeywickrama, P. (2019). Language assessment: Principles and classroom practices (3rd ed.). Pearson.
  5. Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE.
  6. DΓΆrnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.
  7. Ellis, R. (2017). Task-based language teaching. Cambridge University Press.
  8. Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE.
  9. Graham, C. R. (2019). Current research in blended learning. Handbook of Distance Education, 173–188.
  10. Hyland, K. (2018). English for specific purposes. Routledge.
  11. Huseynova, L. (2020). Educational inequality and regional disparities in Azerbaijan. Education and Society, 38(4), 521–537.
  12. Karimova, N. (2022). Emergency remote teaching in Azerbaijani universities during COVID-19. International Journal of Educational Technology, 9(1), 44–59.
  13. Kvale, S., & Brinkmann, S. (2015). InterViews: Learning the craft of qualitative research interviewing (3rd ed.). SAGE.
  14. Larsen-Freeman, D. (2018). Looking ahead: Future directions in language learning research. Foreign Language Annals, 51(1), 55–72.
  15. Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching, 1(1), 14–29.
  16. Mammadov, T. (2020). Language policy and higher education reform in Azerbaijan. Journal of Language Policy, 19(3), 403–421.
  17. Mustafayeva, A. (2022). Youth culture and English language use in Azerbaijan. Language and Society, 14(2), 89–105.
  18. Oxford, R. L. (2017). Teaching and researching language learning strategies. Routledge.
  19. Rahimli, E. (2021). University students’ attitudes toward English language learning in Azerbaijan. Journal of Applied Linguistics, 12(1), 33–47.
  20. Reinders, H., & Benson, P. (2017). Research agenda: Language learning beyond the classroom. Language Teaching, 50(4), 561–578.
  21. Seemiller, C., & Grace, M. (2019). Generation Z: A century in the making. Routledge.
  22. Tagiyeva, N. (2021). Digital tools and informal English learning among Azerbaijani students. Computer Assisted Language Learning, 34(7), 912–930.
  23. UNESCO. (2019). Education reforms and quality assurance in Azerbaijan. UNESCO Publishing.
  24. Ushioda, E. (2020). Language learning motivation in an era of globalization. Modern Language Journal, 104(3), 503–520.