Relevance of Grammar among Gen Z College Students Using Social Learning Perspectives

Authors

  • Haydee G. Adalia

    College of Liberal Arts, Western Mindanao State University, Zamboanga City 7000, Philippines
  • Jason V. Chavez

    School of Business Administration, Zamboanga Peninsula Polytechnic State University, Zamboanga City 7000, Philippines
  • Magna Anissa A. Hayudini

    College of Education Graduate School, Mindanao State University-Sulu, Jolo, Sulu 7400, Philippines
  • Alsaddam Juay Kinarang

    College of Arts and Sciences, Mindanao State University-Sulu, Jolo, Sulu 7400, Philippines
  • Narsima Arajam Sabbaha

    Senior High School Department, Mindanao State University-Sulu, Jolo, Sulu 7400, Philippines
  • Abdel Ajim M. Salasain

    College of Education, Mindanao State University-Sulu, Jolo, Sulu 7400, Philippines

DOI:

https://doi.org/10.30564/fls.v7i3.8401
Received: 13 January 2025 | Revised: 25 January 2025 | Accepted: 27 January 2025 | Published Online: 7 March 2025

Abstract

Students develop their understanding by engaging in discussions, observing peers or mentors, and participating in group activities, which foster critical thinking and communication skills. Social learning not only enhances cognitive development but also cultivates empathy, cooperation, and the ability to deal with complex social dynamics. This exploratory study analyzed the relevance of grammar among Gen Z college students in terms of academic and social media interactions. The study purposively selected 16 Gen Z college students using an open-ended online sampling process. Data were gathered through one-on-one interviews, allowing for the collection of coded narratives and experiences. The findings highlighted that social learning could facilitate grammar acquisition and language adaptation among Gen Z college students. Students unconsciously adopted grammatical structures and language patterns by observing influencers and social media interactions, emphasizing clarity and tone over strict grammar rules. Conversely, formal classroom settings reinforced the importance of proper grammar, promoting linguistic credibility and accuracy. Students adapted their language use to meet academic and social expectations, demonstrating observational learning and linguistic imitation. While formal settings provided structured guidance, informal environments influenced grammar use through social norms and the desire for effective communication. The influence of formal and informal settings emphasized the importance of social learning in language acquisition, suggesting that grammar mastery depends on both structured feedback and adaptive social interaction. Future research could examine the long-term effects of social dynamics on grammatical retention and academic outcomes.

Keywords:

English as Second Language; Grammar; Linguistic Adaptation; Linguistic Imitation; Social Learning

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Adalia, H. G., Chavez, J. V., Hayudini, M. A. A., Kinarang, A. J., Sabbaha, N. A., & Salasain, A. A. M. (2025). Relevance of Grammar among Gen Z College Students Using Social Learning Perspectives. Forum for Linguistic Studies, 7(3), 432–450. https://doi.org/10.30564/fls.v7i3.8401

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Vol. 7 , Iss. 3 (March 2025)

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Copyright © 2025 Haydee G. Adalia, Jason V. Chavez, Magna Anissa A. Hayudini, Alsaddam Juay Kinarang, Narsima Arajam Sabbaha, Abdel Ajim M. Salasain

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