The Effect of 21st Century Skills Training on Foreign Language Teachers’ Perceptions Regarding Their Educational Technology and Materials Development Competencies

YENİ, Gökçen

doi:10.14686/buefad.777974

Cited by 9 publications

(9 citation statements)

References 25 publications

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“…Kaçar (2020) also, in his study with 190 teachers of English, revealed that teachers who participated in a training on 21st century skills had a more positive perception of 21st century innovation skills than those who did not. Furthermore, an experimental study conducted by Yeni (2018) with the participation of 33 teachers of English showed that teachers' practices and perceptions of the 21st century changed positively after they received training on 21st century skills. The results are not unexpected because professional development, as noted by Jackson and Andrew (2000), is a crucial tool that teachers can engage in both inside and outside of the school setting to expand their knowledge, understanding, and practice of these skills.…”

Section: Discussionmentioning

confidence: 99%

“…Existing studies investigating 21st century skills in the field of English language teaching have focused on either the books if they include these skills (Akçay, 2019;Elgün, 2021) or the lecturers at university (Demirkol-Orak & İnözü, 2021;Ekinci, 2019;). Others have investigated teachers' 21st century skills practices at all levels, not specifically secondary school English language teachers (Eker, 2020;Kaçar, 2020;Otlu, 2020;Şahin, 2021;Yeni, 2018). In addition, although MoNE has made some adjustments to the curriculum and the qualifications of teachers to keep up with the age, there is not enough evidence on teachers' current practices.…”

Section: Introductionmentioning

confidence: 99%

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Integration of 21st Century Skills into Secondary School English Classes and the Challenges faced by Teachers

Bolat,

Deneme Gençoğlu

2024

Int. J. of Cont. Edu. Res.

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The aim of this study is to examine the utilization of 21st century skills by secondary school English language teachers and to investigate whether their background has a role in using these skills. The study also aims to shed light on the challenges teachers face when integrating these skills into their teaching practices. A mixed-methods research design, which incorporates the scale and interviews, was used to accomplish the aims of the study. The data were obtained online using 21st Century Teaching and Learning scale developed by Hixson, Ravitz, and Whisman (2012) and semi-structured interviews. A total of 119 teachers were reached using convenience and snowball sampling methods, with 26 of them participating in the interviews. The quantitative findings of the study showed that teachers used 21st century skills approximately once or three times a month, and the most used skill was using technology as a tool for learning, while local connections were the least. According to the t-test results, a significant difference was found in the use of these skills between private and public school teachers, with private school teachers employing these skills more frequently than their public school counterparts. Furthermore, it was revealed that teachers who received 21st century skills training integrated some of the 21st century skills into their lessons more often than those who did not. In addition, it was found that years of experience played a role in the implementation of these skills. According to the post-hoc test, less experienced teachers integrated 21st century skills more frequently than more experienced teachers. On the other hand, the teachers’ educational backgrounds did not show any significant difference in using these skills. According to the findings obtained from the content analysis of the interviews, the lack of qualified in-per service training on 21st century skills, poor curricula, lack of required materials and infrastructure, and unsupportive attitudes of the administrators were the challenges encountered by teachers.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Integration of 21st Century Skills into Secondary School English Classes and the Challenges faced by Teachers

Bolat,

Deneme Gençoğlu

2024

Int. J. of Cont. Edu. Res.

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“…Rather, language education should prepare students for rapidly changing economic, political, and social conditions and develop their twenty-first-century skills in the ever-changing realities of a globalized society (Moeller and Abbott, 2018;Quicios, 2018). Yeni's (2018) found that twenty-first-century skills increased the educational technology and material development competencies of foreign language teachers.…”

Section: Learning Technologies In Foreign Language Educationmentioning

confidence: 99%

Teaching the Turkish language to foreigners at higher education level in Northern Cyprus: An evaluation based on self-perceived dominant intelligence types, twenty-first-century skills and learning technologies

Kurt

Güneyli²

2023

Front. Psychol.

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IntroductionThere are many foreign students in higher education in Northern Cyprus. Both the academic and life skills of these students depend on attaching the necessary importance to their Turkish language teaching. The goal of this study is to examine how university students employ learning technology, twenty-first-century abilities, and perceived categories of intelligence in the process of learning a foreign language.MethodsIn line with the quantitative research design, this study utilized a descriptive approach. Purposeful and convenience sampling methods were used to create the study sample. As a result, the institution in Northern Cyprus with the largest international student body was chosen. At this university, one of the authors of this study has been employed, and Turkish is the language of teaching. The study sample consisted of 431 university students who took Turkish as a foreign language in the 2021–2022 academic year at the selected university.ResultsThe results of the study revealed a weak yet statistically significant correlation between twenty-first-century skills and usage of foreign language-learning technologies. Additionally, students' twenty-first-century skill scores differed significantly, whereas their foreign language-learning technology scale scores did not match their self-perceived intelligence types.ConclusionThe research's findings indicate that students in higher education possess twenty-first-century skills. Based on this finding, it is possible to engage students in the courses and accomplish effective foreign language acquisition if foreign language education is carried out in accordance with modern methodologies and based on twenty-first-century abilities. It has been revealed in this study that it is important to include social learning rather than individual and competitive learning in foreign language education classes.

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“…Additionally, technology enables personalization of learning, where learning approaches can be tailored to individual needs, optimizing understanding and retention of information. Apart from providing critical digital skills, the use of technology also prepares oneself to face the challenges of a future that is increasingly connected and dependent on technological innovation (Yeni, 2022).…”

Section: Introductionmentioning

confidence: 99%

Wordwall Media and its Impact on Understanding Light Material in Class V Elementary School Science Subjects

Widyasari,

Hastuti,

Supartinah

et al. 2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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Using technology for learning is really important. This research wants to see if using word wall media helps 5th-grade students understand light in science class. This research method is quantitative experimental quasi experimental design type Post-test only control group design. The sampling technique is purposive sampling. The results of this research show the influence of the use of wordwall media on the understanding of light at Benerwetan State Elementary School and Kaibon State Elementary School. The normality test showed that the experimental class had a significance of 0.15 and the control class had a significance of 0.15, both greater than 0. 05 The homogeneity test showed a p-value of 0.47, which is higher than 0.05, and the hypothesis test showed a p-value of 0. 000, which is lower than 0. 05, so it can be concluded that there is an "influence of the use of wordwall learning media on understanding of light material in subjects Science at Benerwetan State Elementary School and Kaibon State Elementary School

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The Effect of 21st Century Skills Training on Foreign Language Teachers’ Perceptions Regarding Their Educational Technology and Materials Development Competencies

Abstract: The effect of 21st century skills training on foreign language teachers' perceptions regarding their educational technology and materials development competencies.

Cited by 9 publications

References 25 publications

Integration of 21st Century Skills into Secondary School English Classes and the Challenges faced by Teachers

Integration of 21st Century Skills into Secondary School English Classes and the Challenges faced by Teachers

Teaching the Turkish language to foreigners at higher education level in Northern Cyprus: An evaluation based on self-perceived dominant intelligence types, twenty-first-century skills and learning technologies

Wordwall Media and its Impact on Understanding Light Material in Class V Elementary School Science Subjects

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