Innovation in Language Learning

The fast evolution of the prevalent digital environments has triggered deep transformations in individual and social identities, particularly among Generation Alpha learners. While senior teachers steer these changes, pre-service teachers usually experience a sharp cultural and social alienation when they move from Initial Teacher Education ( ITE) programs to school settings.

This research study investigates the first impressions and perceptions of pre-service teachers upon first facing digital habits, interaction modes and mulitmodal literacies of Generation Alpha learners. It also throws a lens onto the possible solutions future tecahers produce to gear classical education styles to the obvious realities of the digital natives shaped by the multimedia.

The study employs a mixed method research design, using qualitative and quantitative data. Thus, research tools such as reflective journals, learning logs and semi-structured interviews were used for qualitative data collection. A Google form was also utilized to elicit the views of the thirty practicum pre-service teachers who were appointed as the participants in line with the convenience sampling method.

Data were analysed using a statistical package program, and a thematic content analysis was made to describe the conceptual framework of leaner identity and teacher perception of this information for an effective educational context.

Preliminary findings show that pre-service teachers experience hardships as for student attention spans, multimodal applications and socialization standards. As for the implications, future teachers should be educated including such issues as digital literacy, multimodality , and classroom based assessment types to meet the emerging educational needs of future learners.