An exploration of English as a foreign language (EFL) teachers' perceptions on 21st century learning and innovation skills

Education in the 21st century emphasizes the increasing impact of globalization and the realization of the demand to support the place of knowledge and communication technic through the influential usage of educational path in terms of literacy in information community at the present time. Innovation skills, in particular, attach importance to critical thinking, creative thinking, collaboration and communication skills to connect students not only at their own locations, learning situations and each other, but also at all times and always. It also aims to increase the diversity of social, cultural and political networks. In this regard, teaching English language cannot be considered neither as a simplistic linguistic code nor as a direct competence to be gained. Teachers of English are required to invent and apply authentic versatile activities so that students can engage in enjoyable actions and they will have a need hereafter. This participation can be accomplished by enabling students to do complicated project works such as negotiating with each other, collaborating, communicating and producing unique products. Actually, learners have to ascertain to acquire a brand novel English language literacy that includes communication, collaboration, critical and creative thinking. Parallel to the research problem mentioned above, the purpose of this research is to define and explain the framework of 21st century skills in English Language teaching. This study also helps teachers to think about pedagogical meanings and the effects of innovation skills in the field. Moreover, this study aims to explain the knowledge and understanding that English teachers have gained through their initiatives to develop and use 21st century skills in English lessons. In this sense, achieving teachers' insights on the subject can provide unique perspectives and implications on how to improve the teaching and learning of the English language. In addition, this specific survey will contribute to the available data basis by demonstrating the links between schoolmasters' perceptions of 21st century skills and both the theory and the application of the subject matter in classrooms. Finally, this research will help managers and educationists to realize their significant role with their students as being instructors and facilitators of 21st century skills. Therefore, this study will contribute greatly to the training programs for the implementation of the four basic skills that are vital for English language teachers and prospective teachers to transfer the 21st century skills to school practice. Teaching these four basic skills to English language teachers and prospective teachers will certainly give them a chance to get on the stage with the skills they need to become successful teachers of the 21st century.