Abstract:
The Four Cs (4Cs) - communication, collaboration, critical thinking, and
creativity are commonly recognised as key competencies that students need to
develop in school in order to meet the demands of the 21st century society. These
skills were introduced in the Malaysian education context through the Pembelajaran
Abad Ke-21 (PAK21) or 21st Century Learning policy initiative, which promotes the
integration of the 4Cs in all areas of education. Research into the implementation of
the 4Cs in the primary ELT context as key life competencies to be developed is sparse.
This study therefore investigated the views, challenges, and practices of English
language primary teachers in Malaysia in incorporating the 4Cs in their classrooms.
Using a convergent mixed-method approach, data were gathered through an online
questionnaire, narrative frames, teachers’ lesson plans, and interviews. A key finding
was that teachers perceived the significance of each competency differently, and they
tended to view the 4Cs as means to an end, rather than learning outcomes in their own
right. With regard to teachers’ instructional practices, some skills were more
frequently implemented than others, and for the most part, skills were addressed
implicitly rather than intentionally. Another notable finding is that teachers perceived
a discrepancy between pupils’ abilities and the level of skills and linguistic demands
of the 4Cs, which made it necessary for them to utilise a range of strategies to support
pupils’ participation in 4Cs activities. Teachers also encountered a range of challenges
that affected their implementation of the 4Cs, including pupil-related issues,
insufficient facilities and resources, and lack of time. The findings suggest the need
for improvements in the 4Cs guidelines as well as greater professional development
and support for teachers in the effective implementation of the 4Cs in ELT.
