Integrating 21st century 4C skills in an Armenian EFL classroom

Abstract

The 4C skills of the 21st Learning and Innovation skills have long been recognized for their undeniably significant advantages for learners' future success in perceiving knowledge and information needed in this century. There have been several studies on the 4C skills worldwide, but no study has been done in Armenia. This research adopted an explorative intervention approach to investigate the extent to which the 4Cs are used in Armenian EFL classroom and how the implementation of these skills affect students’ attitudes towards their language learning experiences. The participants in this study were 7th grade 19 students and the English teacher of that class in one of the public schools of Yerevan, Armenia. The data collected from the pre and post-study interviews with the teacher, lesson observations, content analysis, and pre and post-study surveys with the students were analyzed qualitatively and quantitatively. The study results showed that mainly collaboration and communication were used in that classroom. According to the students’ perceptions due to the intervention, they become more active and engaged in their English classes and confident in speaking. Additionally, their communication, collaboration, creativity, and critical thinking skills were also developed.