How Do Generation Z EFL Learners Perceive English As a Marker of Identity and Social Status? A Critical Language Awareness Perspective

Abstrak

English is no longer viewed solely as a medium of global communication but also as a social resource that shapes identity, social status, and power relations. In the digital era, Generation Z interacts extensively with English through formal education, social media, and various global platforms, allowing the language to acquire meanings beyond its communicative function. This study aims to explore how Generation Z English as a Foreign Language (EFL) learners interpret English as a symbol of social status, a marker of identity, and a factor related to power and social inequality. A qualitative approach with a case study design was employed. The participants were students of the English Language Education Study Program at the Muhammad Azim Islamic Institute in Jambi, selected through purposive sampling. Data were collected through open-ended questionnaires and semi-structured interviews and analyzed using thematic analysis informed by the perspective of Critical Language Awareness (CLA). The findings indicate that participants perceive English as a form of symbolic capital associated with intelligence, educational achievement, professionalism, and opportunities for upward social mobility. English is also understood as an important marker of identity, reflecting learners’ experiences, aspirations, and sense of belonging to global and digital communities. In addition, participants demonstrated critical awareness of the social implications of English language proficiency, recognizing that unequal access to education, learning resources, and technological facilities can contribute to social inequality. The study concludes that English functions not only as a linguistic system but also as a social practice closely connected to identity construction, prestige, and power relations. Therefore, English language education should promote critical awareness, inclusivity, and equitable access to learning opportunities so that English can serve as a means of empowerment rather than social exclusion.