A Study of the Teaching-Learning Challenges of the 21st Century at University ELT Classroom

Abstract

With the increased anticipation of a university degree as a requirement for workforce entry, the criticism of business leaders, and the general public, it becomes critical for institutions of higher education to know what they are offering students, especially the English language and how well this subject is being presented. Therefore engaging and preparing students for life after school is a great challenge to teachers and institutions. Through the implementation of new tools and practice, this study was designed to explore the teaching-learning challenges of the 21st century at the university ELT classroom. The researcher administered a questionnaire to 171 students and 40 faculty members from three universities in Erbil, Kurdistan Region of Iraq. Statistical Package analyzed the data for Social Science, including Descriptive statistical analyses such as the mean and standard deviation, also Pearson Correlation and ANOVA test to compare the groups' responses. The results showed that learning a second/foreign language collaboration skills while in the classroom inside universities is one of the suitable ways for learning in current time. Also, students in universities have been able to assess their collaboration skills when working via group effectively and positively effect their learning of the English language. Finally, the students have tried to develop their skills by using technology as a tool for learning; this is showing as finding in this study that the availability of tools or technology devices positively and effective factor for students to learn second/foreign language and skills in their universities.

Measuring Students' Critical Thinking

“…Teachers are central to encourage new ideas and information in the critical thinking skills project. Therefore, it is significant to understand how to measure students critical thinking skills (Shareef and Abbas, 2021). Depending on the following terms, terminologies, and range of vocabularies: Critical Thinking Skills (CTS), Critical Thinking Instruments, Analysis, Evaluation, Deduction, Induction, validity, reliability, Inquirybased learning, etc.…”