TEACHING METHODS OF ENGLISH TEACHER AT BESTLINK COLLEGE OF THE PHILIPPINES IN RELATION WITH THE LEARNING STYLES OF GENERATION Z STUDENTS

Abstract

This research aims to explore the correlation between teaching methodologies and the learning preferences of Generation Z (Gen Z) English majors at Bestlink College of the Philippines. Understanding these preferences is essential for developing effective teaching strategies that resonate with Gen Z students, enhancing their English language proficiency. Gen Z students, typically born between 1997 and 2012, are digital natives who have grown up with technology as an integral part of their lives. This immersion has significantly shaped their learning styles and preferences.​   Technological Integration:  Gen Z learners are accustomed to accessing information digitally and expect technology to be integrated into their education. Utilizing digital tools, online resources, and multimedia content aligns with their daily interactions and enhances engagement. Research indicates that Gen Z students prefer technology-oriented teaching methods to meet their personal and academic needs. ​  Active Participation and Collaboration:  Unlike passive learning styles, Gen Z students crave active participation and collaboration. They learn best by doing, discussing, and working together. Incorporating group activities, discussions, and collaborative projects fosters a dynamic learning environment that caters to their preferences. This study employed a quantitative research design, involving 50 English major students and 6 selected English teachers from Bestlink College of the Philippines. A thorough examination of various teaching methodologies was conducted, including project-based learning, flipped classrooms, and online learning. To gain direct insights into student perceptions, a face-to-face survey was administered, adding a personalized dimension to the data collection process. Findings from the poll offer important information for creating more successful teaching methods that are tailored to the interests of teachers and students. The research acknowledges the significance of modifying instructional strategies to align with the unique learning preferences of Generation Z in light of the changing educational environment. Recognizing the changing nature of the educational landscape and the necessity of effectively engaging and instructing Gen Z students, the findings encourage English teachers to investigate these novel techniques. The study explores the role that instructional tactics play in influencing Gen Z students' educational experiences. The study emphasizes how crucial it is to modify teaching methods in light of the changing educational environment and the unique learning preferences of Generation Z. The findings help educators design instructional approaches that promote a positive and fruitful teacher-student dynamic as they negotiate the complexity of modern education. The study hopes to give educators useful information for developing and implementing more successful teaching methods that will improve academic results, student engagement, and the development of a learning environment sensitive to the complex demands of Gen Z students.