Abstract
Low proficiency in English, poor communication skills, problem-solving, and critical thinking cause unemployment among local graduates. This study explored learners’ perception of pedagogies that work effectively for language acquisition based on eight dimensions of 21st century L2 pedagogies. A descriptive research design combining quantitative and qualitative methods was utilised to extract data from 60 undergraduates. Findings revealed that TESL students had higher overall mean scores and preferences for Learner-centred Models compared to Mathematics students who chose Appropriate Tools and Promote Learning without Borders. Their preferences of pedagogies signify what works best for their mastery of L2. Keywords: 21st Century L2 (second language) pedagogies; ESL (L2) learners; dimensions; undergraduates eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6iSI4.2909
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