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 Zlanguage learning habitshigher educationAzerbaijandigital learningforeign lang
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