Integrating 21st-Century Skills into Foundational English Language Teaching: Insights from Teachers’ Practices
Keywords:
21st-century skills, 4C, Digital literacy, English language teaching, Qualitative study, Foundational learningAbstract
The integration of 21st-century skills, Critical Thinking, Creativity, Collaboration, and Communication (4C), alongside digital literacy is essential for equipping students for future educational activities. This study examines the integration of these abilities by foundational-level English teachers into their classroom activities. Data were gathered from four English teachers utilizing a qualitative case study design, employing semi-structured interviews and document analysis. The result indicated that teachers developed critical thinking through problem-based tasks and comparative analysis, stimulated creativity via project-based assignments, facilitated cooperation through structured group activities, and improved communication through presentations and peer evaluation. Digital literacy was introduced through the strategic application of online films, educational applications, and monitored internet inquiries. Teachers stated that the use of 4C skills enhanced students' motivation, confidence, and involvement. Nonetheless, they encountered obstacles like time limitations, diverse student skill levels, and limited access to digital resources. Teachers overcame these obstacles by modifying assignments, employing minimal resources, and gradually integrating 4C components into their instruction. The findings highlight the necessity of providing teachers with professional development and tools to optimize the integration of 21st-century skills in English language instruction.
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