The Use of Generation Z Vocabulary and the English Language Proficiency among Grade 11 Students at Conner Central NHS
Jessie P. Lorenzo *
Apayao State College-Malama, Conner, Apayao, 3807, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Devlin (2018) asserts that language is undergoing significant transformations across generations, characterized by its dynamic nature, continual evolution through the introduction of new words, alterations in meanings, and the influence of regional slang. Exploring the emergence of Generation Z vocabulary is therefore crucial due to its significant influence and potential effects on intergenerational communication and language proficiency across generations. This study investigates the relationship between familiarity with Gen Z vocabulary and English language proficiency among 151 senior high school students at Conner Central National High School, Ripang, Conner, Apayao, during the school year 2024-2025, with a focus on the eight parts of speech. Proficiency was assessed through a comprehensive evaluation of students' understanding and application of Gen Z vocabulary in various linguistic contexts. Utilizing a descriptive-correlational research design, the study involved learners across three academic tracks: Humanities and Social Sciences (HUMSS), Science, Technology, Engineering, and Mathematics (STEM), and Accountancy, Business, and Management (ABM). Sampling methods included Slovin’s formula for HUMSS and total enumeration for STEM and ABM to ensure fairness. Data collection was conducted using a validated researcher-made questionnaire alongside a standardized instrument from Manuel (2022). The findings reveal that there is a significant correlation between the familiarity and use of Generation Z vocabulary and the English language proficiency of Grade 11 students at CCNHS as revealed in a strong positive correlation (r = 0.623, p = 0.005) between Gen Z vocabulary familiarity and English proficiency, as well as a moderate positive correlation (r = 0.459, p = 0.035) between the extent of usage and proficiency. These results imply that students who are more familiar with contemporary slang tend to show stronger English language skills, suggesting that modern language trends positively influence language development. It has a direct implication as well for curriculum design and teaching practices, suggesting that integrating contemporary language trends into formal education can enhance language instruction and bridge generational linguistic gaps. This study contributes to our understanding of the dynamic nature of language and its impact on language learning, providing valuable insights for educators and policymakers seeking to create more responsive and effective language education programs.
Keywords: Generation Z vocabulary, English language, English language proficiency, parts of speech