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All Journal Al Ishlah Jurnal Pendidikan
Hengki Irawan
Universitas Lancang Kuning
Education Languange, Linguistic, Communication & Media Mathematics Other

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Enhancing 21st Century Skills in the EFL Classroom: Exploring Teachers' Implementation of Group Activities and Assignments Marwa Marwa; Nurfaisal Nurfaisal; Mualiardi Mualiardi; Raudhah Awal; Hengki Irawan
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.5355

Abstract

This qualitative study was carried out to investigate how English teachers integrated 4C skills (communication, creativity, critical thinking, and collaboration) into EFL classroom. This study involved two English teachers from an English study program in one university in Pekanbaru, Riau as the research participants. The qualitative data was collected by using interview, observation, and documentation. The researchers analyzed the interview transcripts, observational fieldnotes, and screenshoot documents following the steps of qualitative data analysis by coding, grouping, synthesizing, and making themes and descriptions to answer the research questions. The study reveals that the English teachers integrated the 4C skills into students' learning group activities/assignments via making videos for English learning, making power point for class presentation, making class projects to produce learning products, and having asynchronous online classroom discussions via Google classroom platform. These four major class activities/assignments given by the English teachers were intentionally aimed at developing students’ communication skill, creativity, critical thinking, and collaboration. This study concludes that the four students’ typical learning group activities/assignments instructed by teachers can be used as templates to integrate and develop students’ 4C skills in ELT classes. Future research directions in developing 21st-century skills can be multifaceted, addressing various gaps and limitations in assessment methods, technology integration, cultural contexts, equity and access, and teacher training and professional development.
Integrating Intercultural Digital Literacy in EFL Classrooms: Strategies for Enhancing Students’ Intercultural Competence in the Digital Era Marwa Marwa; Muliardi Muliardi; Raudhah Awal; Hengki Irawan
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6920

Abstract

In an increasingly globalized and digitally connected world, developing intercultural digital literacy—the ability to critically engage with diverse cultures through digital platforms—is vital for English as a Foreign Language (EFL) learners. This study investigates how intercultural digital literacy can be effectively integrated into EFL instruction to enhance students' intercultural competence and global communication skills. A qualitative phenomenological approach was employed, focusing on an English Study Program at a university in Riau, Indonesia in 2024. Data were collected through semi-structured interviews with two lecturers and one third-semester EFL class, supported by classroom observations and document analysis. Thematic analysis was used to identify recurring patterns and insights. Findings indicate that integrating digital tools such as task-based learning activities, online discussions, and social media platforms significantly supports the development of intercultural digital literacy. These strategies foster critical thinking, cultural awareness, and digital communication skills among students. The results underscore the importance of embedding intercultural elements within digital learning environments to prepare students for cross-cultural interaction. Teachers play a pivotal role in curating meaningful digital experiences that promote intercultural competence. This study highlights the value of intercultural digital literacy in EFL education and its potential to enhance global readiness among students. Future research should further explore innovative digital approaches and address existing challenges in implementation.
Co-Authors Marwa, Marwa Mualiardi Mualiardi Muliardi Muliardi Nurfaisal Nurfaisal Raudhah Awal