İngilizce hazırlık sınıfı öğretim elemanlarının 21. yüzyıl becerilerinin öğretimine yönelik sınıf içi uygulamaları ve özyeterlik algıları

The aim of the current study is to investigate the integration of 21st-century skills into English classes by English Language Preparatory Program (ELPP) instructors and their self-efficacy beliefs on teaching and assessing the 21st-century skills. A descriptive survey method was adopted in the study, and single and relational screening research design models were used. The population of the study is ELPP instructors at state and foundation universities in Turkey. The sample was chosen by using self-selection sampling, and the data of the current study were collected with an online survey from 98 ELPP instructors who work in the School of Foreign Languages of 32 universities from 5 different regions of Turkey. The quantitative data were collected through a 72-item questionnaire developed by Hixson, Ravitz, and Whisman (2012), which consists of a 5-point Likert-type scale and is named 21st-Century Teaching and Learning. The questionnaire, which is in English, investigates eight different skills of 21st-century (Critical thinking skills (CTS), Collaboration skills (CLS), Communication skills (CS), Creativity and Innovation skills (CIS), Self-Direction skills (SDS), Making Global Connections (MGC), Making Local Connections (MLC), and Using Technology as a Tool for Learning (UTFL) under two dimensions consisting of 5-8 classroom practices related to each skill and instructors' self-efficacy beliefs on teaching and assessing those skills. Independent samples t-tests, one-way analysis of variance, and Pearson correlation analysis were used to answer the research questions of the study. The results revealed that the participants' levels of teaching 21st- century skills in English classes and their self-efficacy beliefs on teaching and assessing these skills are at a moderate level. The participants teach "Using Technology as a Tool for Learning" skills the most frequently and also feel the most competent in teaching and assessing this skill, whereas "Local Connections" was found to be the least implemented skill. In addition, the instructors believe they are more competent in teaching the 21st-century skills than assessing them. Lastly, a positive and moderately strong relationship was found between the participants' levels of each 21st-century skill and their self-efficacy beliefs of teaching and assessing these skills. In summary, the remarkable efforts of ELPP instructors to teach 21st-century skills are insufficient to reach the new generation students both to the competencies determined by the Council of Higher Education and to society 4.0 standards. Frequent use and practice of 21st-century skills in English language preparatory education, which is the first step of higher education and where a global language is taught, will have a significant contribution to helping students reach higher education qualifications and society 4.0 standards. Keywords: 21st-century skills, ELPP instructors, self-efficacy, creativity, critical thinking, communication, collaboration, self-direction, global and local connections, ICT, Society 4.0