Teaching Generation Z in English Subject: Accounts on Their Study Habits

Abstract

This qualitative phenomenological study explored the accounts of English language teachers on the study habits of Generation Z learners. Specifically, it examined the experiences of teachers in teaching English, the ways they coped with challenges related to learners' study habits, and the educational management insights drawn from their experiences. Eight English language teachers from Kinanga Elementary School, Don Marcelino District, Davao Occidental Division, participated in in-depth interviews. Data were analyzed through thematic analysis, with credibility, transferability, dependability, and confirmability observed to ensure trustworthiness. Findings revealed that teachers' experiences were shaped by growing parental attention, positive peer relationships, increased academic and extracurricular workload, and internet use that contributed to procrastination. Teachers coped by swapping out study strategies, discouraging multitasking, and engaging learners through meaningful learning materials. The study generated three educational management insights: developing learners' self-directiveness, encouraging parent responsiveness, and enriching learning materials. The findings suggest that study habits among Generation Z learners are not developed by students alone but are influenced by the combined support of teachers, parents, peers, learning environments, and responsible technology use.