From Coercion to Autonomy: Designing a Literature Program for Generation Z Learners

Volume 7 Issue 3 July - September 2017

Research Paper

From Coercion to Autonomy: Designing a Literature Program for Generation Z Learners

John Paul O. Dela Rosa*

*PhD Scholar, Philippine Normal University - Manila and Master Teacher I, Tarlac National High School – Annex, the Philippines.

Dela Rosa, J.O.D. (2017). From Coercion to Autonomy: Designing a Literature Program for Generation Z Learners. i-manager’s Journal on English Language Teaching, 7(3), 7-21. https://doi.org/10.26634/jelt.7.3.13588

Abstract

The 21st century educational platform clamors for the affordance of learner autonomy and empowerment more than control and coercion. This study, therefore considers the reading preferences, motivations, issues, and other factors that govern the choice of literary texts from the perspectives of students towards designing a relevant literature program. Using both descriptive and developmental research designs as empirical approaches, responses from 59 English as a Second Language (ESL) learners coming from a homogenous, high performing group, were studied and analyzed. The results revealed that respondents generally read for pleasure and that themes related to happiness, adventure, mystery, and other issues relevant among adolescents were more favored. The students also reported that personal choice, contexts of literary texts, and academic workload affect their reading preferences. On a relative note, majority of the respondents were more interested to read novels and narratives written by contemporary, foreign authors, while several would want to learn more about classic, award-winning literary pieces from the Philippines. Based on the data collected, an online literature program for centennials or ‘Generation Z’ students was developed, the Generation Z Online Literature Program (GZOLP). Implications on the use of reading preferences and motivations in teaching literary texts and the rendering of literature programs among adolescent readers and other recommendations for further research are also provided in this paper.