Integration of 21&lt;sup&gt;st&lt;/sup&gt; Century Learning Skills and Teacher Characteristics in ESL Classrooms: The Case of Malaysia

Goh Hock Seng,Richard Kiely,Maizatulliza Muhamad

doi:10.13189/ujer.2020.082541

Abstract

One of the main foci when discussing 21st century learning skills (CLS) in English as a Second Language (ESL) classrooms, is ensuring effective integration of its construct during the teaching and learning process. Certainly, ESL teachers play important roles in achieving the desired results. In a way, teachers are expected to possess several characteristics which are needed in ensuring successful integration of 21st CLS in the ESL classrooms. This research examined the extent to which the teachers in the Malaysian ESL context integrate 21st CLS in their classrooms and to investigate their perceptions of their characteristics with regards to 21st CLS. Data were collected from 291 ESL teachers using a questionnaire which focuses on the integration of 21st CLS as well as on the teachers' self-rating related to 21st CLS teacher characteristics. The results suggest a satisfactory level of integration of 21st CLS in the Malaysian ESL classrooms and the teachers generally viewed themselves as reflecting the needed characteristics of 21st century teachers. Even though the findings indicate positive results, efforts need to be increased to ensure more consistent integration of 21st CLS during English lessons.

Highlights

The 21st century is a globalized and internet connected world
The results suggest a satisfactory level of integration of 21st century learning skills (CLS) in the Malaysian ESL
Even though the findings indicate positive results, efforts need to be increased to ensure more consistent integration of 21st CLS during English lessons

Summary

Introduction

The 21st century is a globalized and internet connected world. In this globalized world, the ever increasing power of online technology has changed the way people all around the world conduct their lives be it social interaction, work, business, religion, education and so on. Ansari & Malik, 2013; Benade, 2015; Che Teh, Isa & Omar, 2017; Jahan et al, 2008; Jensen, 2009; Rahmadani, Fitrawati, & Syarif, 2019) This present research focuses on the teaching and learning of English in schools which has become a subject of scrutiny as it is viewed by many, especially parents and future employers, as the means to employability in the 21st century workplace. The Malaysian government has taken various actions to help improve the standard of English language among students These include the policy of teaching of Science and Mathematics subjects through the medium of English (Foo & Richards, 2004) – the said policy was abolished in 2012 and was replaced with another policy called ‘Memartabatkan Bahasa Malaysia Memperkukuh Bahasa Inggeris (MBMMBI) which means ‘Upholding the Malay Language and Strengthening the Command of English’. This research investigates ESL teachers views with regards to their integration of 21st CLS in their classroom as well as how they perceived their characteristics as 21st century teachers

Literature Review

Methodology

Results and Discussion

Learning to live

Conclusion