REVIEW OF RELATED LITERATURE

This chapter discusses literature and studies that have substantially established the
relationship between the language use and attitude of Generation Z towards their regional
language to consolidate and inform comprehension of the existing state of the body of
knowledge to which the current study attempted to add itself. It includes theories, experiences,
and the like, as well as international and local studies relevant to the study.
Related Literature
According to the study of Bichani, Sanaa (2015) entitled “A study of language use, language
attitudes, and identities in two Arabic speaking communities in the UK” The study examines
language usage patterns, language perceptions, identity, and attitudes towards learning Arabic in
two Arabic-speaking communities in the UK. The primary aim is to explore a less studied group
to understand their language behaviors, proficiency, attitudes, and identity. Additionally, it
presents an opportunity to explore the connection between Islam and the Arabic language, as
well as the correlation between Islamic and Arabic identities among Arab migrant communities
from diverse national origins. From the analysis of research data that has been carried out, it was
found that there is a use of regional languages among the students of the Indraprasta University
PGRI Jakarta. The use of regional languages is carried out by students accidentally or
spontaneously because of their habit of using the regional language of origin. They often see
students who communicate using regional languages from various regions in the campus
environment.

The research data comprised interviews with both children and adults at the two study
locations, questionnaires from student participants, informal Arabic proficiency assessments, and
field notes from participant observation.

The results revealed that the individuals had generally positive attitudes towards the heritage
language, encompassing both standard (Fusha) and colloquial Arabic. The children
predominantly used English and communicated in English with their siblings and peers.
However, they tended to use a combination of English and colloquial Arabic when interacting
with adults. Informal tests assessing vocabulary and reading proficiency in Arabic conducted in
the supplementary school classrooms indicated that the students' proficiency in Arabic was
relatively low, notably lower than their self-reported proficiency levels.

Furthermore, differences were observed between the communities in Ealing and Leeds. There
was a range of language usage patterns based on intergenerational distinctions. Arab adults
showed backing for the link between language and identity. In contrast, children held varying
views on this connection, with some showing reluctance to learn standard Arabic in settings
outside their homes, such as in supplementary schools. Despite the disparities between the
communities, there were noticeable signs of language shift occurring within both age groups. It
contributes to the literature on language and identity within ethnic minorities in the UK, while at
the same time showing that Arab minorities are internally different and far from homogenous.

Similarly to the study of (Torsten Dörflinger, 2015) Language Use and Attitudes towards
Irish among Gaeltacht School Children in County Donegal, illustrate the complex situations of
Irish in the Donegel Gaeltacht. The linguistic backgrounds of the respondents are as different as
their actual language use. the results from the previous section show that the family background
still plays an important role in whether a child is an active Irish speaker or not; but these results
also demonstrate the importance of a surrounding, where the use of Irish is not restricted to the
education system only but integrated into a broad social context of Gaeltacht life.

Additionally, A research study “Language Attitude of the Pakistani Youth towards English,
Urdu and Punjabi: A Comparative Study” (Furrakh Abbas & Zafar Iqbal, 2018) aimed at
comparing the language attitude of the Pakistani youth towards English, Urdu and Punjabi in a
linguistically competitive environment. These languages play a significant role in the country
and are important in their own way. The objectives of the current research were to explore the
integrative and instrumental motivation towards these languages, to analyze the social prestige of
these languages and their importance in the global perspective. The study concludes that the
respondents attach integrative motivation with Urdu and Punjabi while the instrumental
motivation and sense of superiority is attached with English language. The study demands
changes in language planning in education with the purpose to create environment for balanced
development of all languages and positive attitude towards indigenous languages.

Moreover, the research study conducted by (Bora Demir a 1, Görsev Sönmez b, 2021) from
the title “Generation Z students’ expectations from English language instruction” It is widely
acknowledged that individuals perceive the world through the lens of the social, cultural, and
economic circumstances prevalent during the era of their birth. The term "generation" is used to
categorize individuals born around the same period who share common characteristics. Those
born after 2000 are known as Generation Z and are often referred to as iGeneration or Digital
Natives due to their upbringing with mobile communication technologies and the internet.
Consequently, this generation has a distinct perspective on the world compared to older
generations. Therefore, understanding how Generation Z learners acquire knowledge more
effectively can be beneficial for educators, school administrators, and policymakers in
developing more impactful educational environments. The study concluded that while the
instructors and the students share some views about language instruction in common, still a
generation gap exists for some aspects of language learning regarding materials, testing and
evaluation, and assignments. Also it observed According to Mirasol R's work in 2022, the results
revealed that the younger generation, specifically Generation Z, tends to use languages other
than their heritage language. This finding suggests a shift in language preference among
Generation Z. While a high level of multilingualism is observed, it is crucial for this
ethnolinguistic community to recognize that the languages they have access to or aspire to can
significantly impact the revitalization of their heritage language. This highlights the importance
of understanding the potential influence of other languages on the attitudes and language choices
of Generation Z towards their regional language.

Language is a powerful tool for communication and identity, but its survival can be fragile.
Several studies highlight the intricate relationship between language use, attitudes, and the
vitality of a language (Giacalone, 2016; Ting et al., 2021; Mansoor, 2010).
One concerning trend is the decline of minority languages, particularly among younger
generations (Giacalone, 2016). This shift often occurs within families, with the language being
used more with older relatives than with younger ones (Giacalone, 2016). Interestingly,
Giacalone (2016) also found that Sicilian immigrants or their descendants sometimes have a
stronger concern for the language's future than those living in Sicily itself.
Negative perceptions can further endanger a language. The study by Nemes (2023) explores the
case of Berrichon, a regional language in France. Due to its proximity to Standard French,
Berrichon is often seen as inferior and not worth learning. This perception contributes to its
decline.
However, positive attitudes can also play a vital role in language survival. Ting et al. (2021)
studied an Iban community in Malaysia and found strong positive attitudes towards the Iban
language. This was reflected in its use within the community, particularly in family and social
settings. While the study did not find a direct correlation between positive attitudes and
language use, it highlights the importance of positive perceptions for language continuity.
In contrast, research by Mansoor (2010) points to the dangers of negative language attitudes.
Their study found a shift among regional language speakers towards English, accompanied by a
decline in proficiency and use of their mother tongue. This highlights the impact of educational
systems and societal pressures on language choice.
Understanding these complexities is crucial for promoting language diversity. By fostering
positive attitudes and creating opportunities for language use, we can help ensure the survival of
these vibrant cultural markers.
Regional Language
The concept of regional language holds significance in understanding the complexities of
communication and education. While a native language refers to an individual's first language,
regional languages are distinct, identified by their geographical distribution and use within a
specific area. Peressotti (2024) emphasizes their early acquisition and routine use in familiar
settings, differentiating them from foreign languages learned later in life.
Several studies explore the role of regional languages in education. Swargiary (2024)
highlights the benefits of utilizing regional languages as mediums of instruction, fostering better
understanding and connection between students and teachers. This aligns with research by
Swargiary (2024) who explores the advantages of mother tongue education.
Beyond educational contexts, regional languages hold cultural importance. Masdul et al.
(2022) emphasize their role as a marker of regional identity and heritage, carrying deep cultural
meaning and traditions. This resonates with the UNESCO definition of regional languages,
highlighting their significance for a particular population group within a specific geographical
region.
The relationship between regional languages and dialects is also noteworthy. Chakraborty
(2020) defines dialects as variations of a standard language, often geographically based.
Similarly, Rahman (2016) describes regional languages as connecting languages used within
specific regions. This is further supported by the European Education and Culture Executive
Agency (2019) who link regional languages to specific geographical areas.
An interesting perspective emerges when considering the overlap between regional languages
and minority languages. Kalganova (2014) suggests that regional languages can function as
minority languages within a state, used by specific populations. They may even hold co-official
status alongside the national language.
Finally, it is important to acknowledge the challenges faced by regional languages. Research
suggests they are underrepresented online due to various factors. Understanding these
challenges is crucial for promoting their preservation and use in the digital age.
In conclusion, the existing literature establishes regional languages as significant for identity,
communication, and education. Further research is needed to explore their online presence and
strategies for ensuring their continued use in an increasingly digital world.
Language Attitudes
Language attitudes represent a complex and multifaceted construct influencing how we interact
with and learn languages. In essence, they are our feelings and beliefs about a particular
language or dialect (Dragojevic et al., 2020). These attitudes can be positive or negative, and can
significantly impact our motivation and success in language learning (Ahmed, 2015). Zeinifan et
al. (2015) further suggest that language attitudes are a precursor to action, influencing how likely
we are to engage with a particular language.

Our language attitudes are not formed in isolation. Research suggests they are shaped by various
factors, including age, gender, and literacy level (Cambridge study referenced). Cultural identity
also plays a role, as exemplified by Setyo Wati's (2023) exploration of how language identity
influences language learning choices in Indonesia.

Language attitudes have broader social implications as well. They can influence the status and
use of languages over time (Abohelfaya, 2023). Understanding how language attitudes are
formed and how they impact language use is crucial for researchers, educators, and policymakers
seeking to promote effective language learning and navigate the complexities of multilingual
societies.
This thesis explores the concept of language attitude, examining how individuals evaluate and
interact with different languages and dialects. Drawing on the work of various scholars, the
research underlines language attitude as a complex interplay of feelings, perceptions, and
behaviors towards languages.
At its core, language attitude reflects an individual's disposition towards a language variety. This
disposition encompasses emotional responses, value judgments, and ultimately, behavioral
tendencies when using or encountering a particular language. It is through these attitudes that we
navigate the complexities of communication in multilingual societies.
The significance of language attitude lies in its profound impact on various aspects of language
use. As highlighted by multiple sources, language attitude shapes not only how we interact with
languages in daily life but also how effectively we learn new languages. EduLearn (2020).
Furthermore, research by Garrett (2010) and Salmon & Menjívar (2019) emphasizes the crucial
role language attitude plays in shaping our identities, language preservation efforts, and even
language policy development.
In essence, understanding language attitude provides a window into the intricate relationship
between language, society, and individual identity. By delving deeper into this concept, this
thesis aims to illuminate the multifaceted ways in which language attitudes influence our
communication practices and shape the linguistic landscape around us.
In conclusion, the existing literature positions language attitudes as a central factor influencing
language learning, use, and societal dynamics. Further research is needed to explore the
interplay between individual and social factors that shape language attitudes and to develop
strategies for fostering positive attitudes that support successful language learning and
communication.

Language Use
Language is used in our everyday lives. It is a system of communication that consists of sounds,
words, and rules. Astawa et al. (2017) defined language use as the activity of producing language
in the context of communication; that is, the individual’s ability to express meaning by producing
appropriate oral or written utterances, and to effectively express their thoughts or ideas using oral
and written communication skills.
A person's first language, native language, native tongue, or mother tongue is the first language
or dialect to which they were exposed from birth or during the critical period (Thyab, 2018). And
language use involves speaking, writing, listening, and reading. According to Sanmuganathan
(2020), language use is “the ability to make use of words and rules, the appropriacy of language,
cohesion and coherence and communicative strategies to be understood in various
communicative situations. It is the ability to choose the right words and structures appropriately
to suit the situation and context so as to communicate thoughts and ideas effectively. And every
individual has a language to learn even Language use is ubiquitous, because language has its
important role to play because language use as bound to its functions within a particular
sociocultural context.
Previous studies, describe that language use could be referred to as “an active thinking process
whereby fostering critical thinking skills in the 1st year secondary stage students, display a great
ability as independent thinkers in processing and using words not only to successfully
communicate, but also to reflect deeper mental abilities and active processes that allow students
to formulate meaning, visualize, reflect their knowledge, critically inquire, and express
themselves while using the language as a whole orally and writing in a various authentic
communicative contexts to be well prepared for university. (Zanden et al., P., Denessen, E.,
Cillessen, A., & Meijer, P. 2020)
Congruently, Astawa et al. (2017) highlights that every experience will become a useful
knowledge and lead to a successful language use if they are organized from an authentic context.
and a successful language use depend on how well individuals interact on a constant basis to
jointly construct meaning to perform a goal‐oriented activity (Mansouri & Mantero, 2021)
Generation Z
Evolution is the process that describes changes in inherited traits of populations over successive
generations. It involves the gradual development and adaptation of organisms to their
environment, leading to the diversity of life forms we see today. According to (Wilson, 2021 &
Dimock, 2019) Generation Z individuals that are born from 1997 to 2012. Grown up in a world
that has always been influenced by immersion in technology since birth (Seemiller & Grace,
2016). They are known as “digital natives'' this means that they were born when digital
technology had already been developed and was fully used to communicate and most diverse of
all generations as they live in the globalization era (Fortunati, Taipale, de Luca, and Schroer
2019).
Previous Studies said that the new Generation Z shaped by the digital age that is always
connected to the internet, smart phones, and social media is currently in the educational process.
(Kohnová, Lucia & Papula, Ján. 2020 & Snyder, T. D. 2016). This study having said that there is
a tendency for members of Generation Z to accept online sources without critical evaluation
from the study of John Wiley & Sons entitled “Generation Z Goes to College”. In this, Scientists
(Kubátová, 2016: 61–70; Targamadzė et al., 2015) distinguish a lot of negative characteristics
such as prioritizing one’s interests, forming one’s opinion, not accepting other opinions, not
trying to meet the norms and requirements of the society. And being native in a digital
environment forms tolerance of others, and networking abilities (Turner, 2015). In contrast to
this (Lin et al., 2019) having said that, social media characteristics such as interactivity and
social presence facilitate information sharing to allow people to build their social networks and
capital value.