Akademik Veri Yönetim Sistemi
GLOBELT-2023, Ankara, Türkiye, 8 - 11 Eylül 2023, ss.55, (Özet Bildiri)
Today, the vast majority of students who are included in formal education are members of
Generation Z. The term is used to refer people who were born after the year 2000 and are exposed
to rapid development of technology and digital tools. Since their very early ages, they have been
grown up with the opportunities of these developed technologies and accordingly their characters
have been shaped in this frame. Research shows that the needs and expectations of the members
of Generation Z are very different form their predecessors’ in terms of both social and educational
life. Although the curricula of formal educational institutions have been started to put more
emphasis on integrating technology in foreign language courses, research shows that these
modifications cannot be said to be motivating enough and cannot cope with the needs of these
students. Therefore, it may be inferred that the strategies used in language learning classes which
are composed of Generation Z students are expected to be both innovative and motivating. Over
the years several motivational teaching practices have been employed to keep language learners
motivated in class. Although most of these motivational practices are lack of a theory-based
framework, researchers have proposed some motivational strategies for language classes. In this
respect, this study attempts to seek for the most relevant and effective motivational strategies to
be applied in language learning classes of Generation Z students.