The efficacy of 4Cs-based reading to foster 21st-century learning competencies

Abstract

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.

Business English instruction: Empowering learners with the 4Cs of the 21st century

“…Some studies have investigated the application of the 21st century skills in language teaching (Suto and Eccles, 2014;Bedir, 2019;Imamyartha et al, 2019;Azhary and Ratmanida, 2021). Azhary and Ratmanida (2021) showed that 21st century skills should be well assimilated in lesson plans that are not controlled, but are made creatively with learning activities that are aligned with the acquisition of the 4Cs.…”

“…Teachers are expected to be immersed and have acquired technological knowledge and instructional information for 21st century learners. The findings of Imamyartha et al (2019) on research in higher education revealed that 4Cs can be integrated in reading instruction. The assumed integration could aid instructors to innovatively 10.3389/feduc.2022.998987 construct learning conducive to a 21st century setting that supports the metacognition of learners, and acquisition of sufficient level of knowledge.…”

“…Others recommended the teachers integrate the 4Cs through the four language skills. Imamyartha et al (2019) pointed out that 4Cs can be integrated in reading instructions. The assumed integration could aid instructors to innovatively construct a learning 21st century setting that supports the metacognition of learners and the acquisition of sufficient level of knowledge.…”

“…The 4Cs of the 21st century have been investigated in various language learning settings in many studies (e.g., Suto and Eccles, 2014;Bedir, 2019;Imamyartha et al, 2019;Azhary and Ratmanida, 2021), However, there is a dearth of similar studies in a Saudi setting. Moreover, some of the research correlated the 4Cs with teacher training, e.g., Bedir (2019) and Erdogan (2019), lesson plan (Azhary and Ratmanida, 2021), reading skills (Imamyartha et al, 2019), EFL classroom (Pardede, 2020), etc.…”

“…The 4Cs of the 21st century have been investigated in various language learning settings in many studies (e.g., Suto and Eccles, 2014;Bedir, 2019;Imamyartha et al, 2019;Azhary and Ratmanida, 2021), However, there is a dearth of similar studies in a Saudi setting. Moreover, some of the research correlated the 4Cs with teacher training, e.g., Bedir (2019) and Erdogan (2019), lesson plan (Azhary and Ratmanida, 2021), reading skills (Imamyartha et al, 2019), EFL classroom (Pardede, 2020), etc. Other studies linked one of the 4Cs skills with English language teaching (ELT), for example communication (Pheeraphan, 2013;Heinrichs, 2016;Pattiwael, 2016;Abd Rahman et al, 2019); collaboration (e.g., Laal et al, 2012;Alahdal and Al-Ahdal, 2019;Cannon, 2019;Putri et al, 2020); critical thinking (e.g., Yazici, 2004;Al-Shalabi, 2015;Chouari and Nachit, 2016;Tuzlukova et al, 2018;Rahman, 2019); and creativity, e.g., Henriksen et al (2016), Kweldju (2016), Ahmadi and Besançon (2017), Sitorus et al (2020), andSoykurt (2020).…”