Purpose: This study aimed to examine the language attitudes of Generation Z in responding to teacher questions in the classroom interaction. The focus of the study was the problems of the diversity of language forms and strategies, the influencing factors, and their implications for learning dynamics. Methods: This study used a qualitative approach, and the data collection was conducted through observation and semi-structured interviews. Researchers observe and record students’ speech and its contexts related to their responses to teacher questions during Indonesian language, arts and culture, and mathematics lessons. After class activities, the researcher conducted semi-structured interviews with students to explore causal factors related to language habits and the use of digital social media. The researchers also interviewed teachers to explore the impact of these speeches use in learning interaction. Results: The study reveals that Generation Z students respond to teachers’ questions frequently using informal Indonesian, slang, regional languages, and mixed language styles, reflecting their preference for familiarity and self-expression over strict formality in classroom interactions. Students employ diverse language strategies to respond to teachers’ questions, such as short answers, humor, metaphoric appeals, and challenges. The study found that Generation Z’s speech in responding to teacher questions is influenced by social media exposure, informal teacher-student relationships, and socio-cultural backgrounds, leading to a preference for informal and digital-influenced language in the classroom and social interactions. Conclusion: This study concludes that Generation Z’s language attitudes in the classroom are different from previous generations in responding to teacher questions. Generation Z’s language attitudes are influenced by language in digital social media and local culture, fostering egalitarian interactions while posing challenges in maintaining academic formality.