Exploring Malaysian ESL Pre-service Teachers' Perceptions on Knowledge of Learners, Digital Literacy and 21st Century Competency

Fetylyana Nor Pazilah, Harwati Hashim, Melor Md Yunus, Karmila Rafiqah M. Rafiq

Abstract


The Sustainable Development Goals (SDG) Goal 4 is centred on providing good and quality education for all. To achieve this goal, the supply of quality teachers, particularly in English as a second language (ESL), should be increased to align with the current globalisation in which individuals are well equipped with English language skills. Hence, teacher training programs play a significant role in producing quality teachers and taking notice of the knowledge needed by ESL pre-service teachers in the 21st century. However, there is a gap in previous studies in understanding the knowledge of ESL pre-service teachers, particularly on digital literacy, knowledge of learners and 21st-century competency. Thus, this study aims to explore the ESL pre-service teachers' perspectives towards knowledge of learners, digital literacy and 21st-century competency to be an effective teacher in the 21st century. This paper employed a full qualitative method with 10 ESL pre-service teachers at a public university in Malaysia. The data were collected through a focus group discussion and were analysed using thematic analysis. Based on the findings, the ESL pre-service teachers reported that it is pivotal for them to know and be able to implement 21st-century skills in their classrooms. Additionally, the ESL pre-service teachers mentioned that they should be able to have digital literacy and have awareness towards learners. This study contributes to teacher training programs in understanding the knowledge needed by a modern teacher. Future research could investigate the challenges ESL pre-service teachers face in the 21st century.

https://doi.org/10.26803/ijlter.23.1.15


Keywords


English as a Second Language; pre-service teachers; teacher training program; 21st-century skills; digital literacy

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References


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