The omnipresence of 4Cs at tertiary education has shifted the attention of language classroom teachings toward the mastery of multifaceted intelligences. Resultant teaching praxis subsequently calls forth students’ high literacy, which affects the nature and extent of success and failure. This study strived to scrutinize how the 4Cs approach in Reading courses scaffolds students’ multidimensional 21st-century learning competencies. Data were collected through online survey and focus group discussion, with deductive and inductive content analysis subsequently operative. The findings have shed lights on how 4Cs-based reading instructions help teachers to create learning environment commensurate with the demand of 21st-century learning, which aids students’ learning in gaining metacognitive tools for high literacy. With clear framework of collaborative work and scaffolding, teachers can trigger and further direct students’ achievement goals and social goals towards high literacy.

The research goals were to (1) identify the teacher’s perspective about the characteristics and practices of portfolio assessment in English writing classes, and (2) investigate the enactment of portfolio assessment in English writing classes. The research design was a case study, and it was conducted at a junior high school in Jember. Moreover, the data were obtained from observation, interview, and document analysis. In analyzing data, Miles and Huberman’s model was considered to be used through data reduction, data display, and conclusion. The research findings indicated that (1) assessing writing by using portfolio assessment is good and useful and (2) it gives good effect to the quality of teaching learning process in English writing classes. Therefore, portfolio assessment brings some benefits which can be addressed to both students and English teachers.

Communicative performances are highly demanded competence for language learners especially in 21st century language learning goals. Due to the globalization of English, the learners’ performances in communication becomes essentials. This current study aims to scrutinize the students’ journey on learning English in 21st century, specifically on their communication competences. A male and a female students are selected purposively because of their comprehensive progress of the journey. The data were gathered for 20 weeks, two meetings each week. In order to collect more reliable data, teachers’ diaries, class observation as well as students’ interview are deployed for narrative inquiry method. Using thematic content analysis, the results revealed that the most dominant aspect playing roles on the communicative competence owned by students after communicative performances run well. The implication of this study is the recommendation for teaching and learning process on 21st century at university level.

Grounded within academic emotion and transactional reading theory, the present study investigates the understudied struggling readers’ academic emotions after taking part in three blended literature circles in an English class at tertiary education. Thirteen Physics Education students partook in the research. Data were garnered by open-ended questionnaires and semi-structured interviews, the results of which were analyzed by directed content analysis bound to Academic emotion theory. The research findings explicate that blended literature circles pave the path to propelling reading-to-learn endeavors. Despite sub-optimal reading proficiency, the students’ academic emotions depict the efforts towards achievement goals, primarily laden with a mastery approach, and social goals through dialogic reading in blended literature circles.

Cultural clashes have driven the goal of language instruction toward mastering intercultural communicative competence (ICC). However, the instruction on ICC in expanded circles has not gained its traction in English instruction although its significance has been confirmed by teachers in teaching and testing context. This work study investigated Indonesian student-teachers’ cultural viewpoints as they encounter the notion of ‘otherness’ in intercultural circles. Thirty-five first-semester students partook in literature circles, embedded with culturally-laden readings, during 3 weeks of an Intensive Reading course. The study evinced that intercultural circles had significantly improved the students’ ICC, with Intercultural knowledge found dominant in determining the overall ICC. The students voiced positive attitude on the power of intercultural circles to encourage them to be open-minded and tolerant to cultural differences.