Exploring language teachers' 21st century skills practices and perceptions

This quantitative study aims to explore language teachers' 21st century skill implementations and perceptions. The study also investigates the influence of demographic features on the teachers' 21st-century practices and perceptions. In this regard, the study was conducted with English teachers who teach in Turkey (106) and other countries (77). A demographic features part was added to 21st Century Teaching and Learning Survey to obtain data. Online version of the questionnaire was posted to potential participants. The data of the current study were collected with descriptive analysis methods. The findings of the present study demonstrate that teachers mostly do their best to implement and assess skills in using technology as a tool for learning. However, they are not as eager as to practice and assess local connections in comparison to other skills. It was explored that the country that teachers teach at does not influence teachers' perceptions, while it affects their skills in using technology as a tool for learning implementations. On the other hand, results reveal that teaching at private and public school have an effect on the teachers' self-direction, communication, and creativity and innovation skills practices and teachers' perceptions of critical thinking, collaboration, communication, and self-direction skills. Additionally, data exposes that private school teachers are disposed to practice these skills more than public school teachers. Educational background only effects teachers' global connections practices and perceptions. One striking finding of the current study is that educational background and level of education do not have an effect on the teachers practices and perceptions.