The introduction of 21 st century learning skills in the Malaysian education system requires the teachers to learn and adapt new knowledge. The success of the implementation of the new skills depends on the teachers' views and willingness to accommodate them into their practices. Thus, this research seeks to examine teachers' perspectives on 21 st century learning skills in English as a second language classrooms. 291 English language teachers in Malaysia were surveyed using a questionnaire designed to elicit teachers' responses on various aspects related to 21 st century learning skills. The results of the study highlighted important insights on aspects such as teachers' knowledge, perceived use, benefits and challenges of 21 st century learning in Malaysian ESL classrooms. The findings indicate the need for further exposure to 21 st century learning construct so the implementation would be more effective.Keywords: 21 st century learning skills ESL English language teaching and learning

In communicative language teaching classrooms, one of the main emphases is on students' ability to use the target language for real life purposes. To achieve this goal, teachers may have to ensure that students have adequate vocabulary to express their feelings and ideas. Previous research on vocabulary teaching and learning tends to be quantitative in nature focusing on testing the effectiveness of some techniques. This research study however, is an attempt to understand teachers' pedagogical systems that influence their practice in actual classroom interactions during vocabulary teaching and learning. In-depth interviews and classroom observations with two experienced Malaysian ESL teachers were conducted. The interviews highlighted the teachers' beliefs as well as challenges they faced with regards to vocabulary teaching and learning. The classroom observations revealed that their practice was very much a reflection of their own beliefs, based on their own experience as students as well as teachers. The results of this study showcased the fact that teachers operate within the spectrum of their pedagogical knowledge.

One of the main foci when discussing 21 st 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 21 st CLS in the ESL classrooms. This research examined the extent to which the teachers in the Malaysian ESL context integrate 21 st CLS in their classrooms and to investigate their perceptions of their characteristics with regards to 21 st CLS. Data were collected from 291 ESL teachers using a questionnaire which focuses on the integration of 21 st CLS as well as on the teachers' self-rating related to 21 st CLS teacher characteristics. The results suggest a satisfactory level of integration of 21 st CLS in the Malaysian ESL classrooms and the teachers generally viewed themselves as reflecting the needed characteristics of 21 st century teachers. Even though the findings indicate positive results, efforts need to be increased to ensure more consistent integration of 21 st CLS during English lessons.

Programme evaluation is an essential part of any specific teaching and learning programme. The results of the evaluation, among others, would inform the relevance of the courses offered to the students in relation to their future in the working world This research study was an evaluation conducted to determine the extent to which the structure of a Diploma in English programme prepares students for the working world as well as the extent to which the graduates produced meet the requirements of the industry. The evaluation was carried out by investigating the performance of 69 students undergoing their industrial training. The data were collected through surveys and interviews. In addition to the students, 35 site supervisors were also surveyed and interviewed. The results revealed that the Diploma in English students were prepared for the working world and they had the qualities required by the industry. The results of the study also highlighted some issues on the additional courses needed for the betterment of the programme. Based on the findings of this research study, some changes were introduced in the programme which enforces the significance of the evaluation conducted.

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