THE EFFECTS OF LANGUAGE TEACHERS’ ATTITUDES, BARRIERS AND ENABLERS IN TEACHING 21ST CENTURY SKILLS AT CHINESE VERNACULAR SCHOOLS
DOI:
https://doi.org/10.32890/mjli2022.19.1.5Keywords:
21st century skills, attitudes, barriers, enablers, vernacular schoolsAbstract
Purpose – The study explored the barriers and enablers faced by language teachers in teaching 21st century skills at Chinese vernacular schools. It aimed to determine the effects of teachers’ attitudes, barriers, and enablers in teaching the skills during language lessons.
Method – A mixed-method design was used to achieve the two objectives of this study. Quantitative data were collected from 400 language teachers from Chinese vernacular schools, and semi-structured interviews were carried out with nine of the teachers. Barriers and enablers faced by teachers were identified through literature review, semi-structured interviews, and questionnaire surveys. Triangulation was carried out for analysis purposes. The effects among the variables were analysed through partial least squares structural equation modelling via Smart PLS 3.0.
Findings – The major barriers and enablers faced by language teachers in teaching 21st century skills at Chinese vernacular schools were uncovered. Direct effects of teachers’ attitudes, barriers, and enablers on the teaching of 21st century skills were found. However, there were no significant moderating effects of barriers and enablers on their teaching. Both of these variables had stronger effects on teachers’ attitudes.
Significance – With the identifications of barriers and enablers faced by language teachers at Chinese vernacular schools, more effective support and interventions can be provided to these teachers. Teacher training and professional development programmes on 21st century language teaching can also be improved by incorporating the influencing factors identified in this study.
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References
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Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’
perspectives? Thinking Skills and Creativity, 22, 273-288. http://dx.doi.org/10.1016/j.tsc.
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Mohammad, A., & Akram, S. (2013). Teachers' perception of the barriers to critical thinking. Procedia –
Social and Behavioral Sciences, 70, 1-5. doi:10.1016/j.sbspro.2013.01.031
Mohd, N. H., Ramlee, M., Nik, A. N. Y., & Rosnidar, M. (2017). Development of higher order thinking skills module in science primary school: Needs analysis. International Journal of Academic Research in Business and Social Sciences, 7(2), 624-628. DOI: 10.6007/IJARBSS/v7-i2/2670
Naeema, S. A., & Abdo, M. A. (2017). The practice and challenges of implementing critical thinking skills in Omani post-basic EFL classrooms. English Language Teaching, 10(2), 116-133. doi: 10.5539/elt.v10n12p116
Najua, S. A. A., Mohd, S. A., & Abdul, H. A. (2017). Inculcating higher-order thinking skills in mathematics: Why is it so hard? Man In India, 97(13), 51-62. Retrieved from https://www.researchgate.net/publication/318635333
Nooraini, A. R., & Abdul, H. A. (2017). Kesediaan guru matematik sekolah menengah dalam
melaksanakan proses pembelajaran dan pengajaran abad ke-21. Fakulti Pendidikan, Universiti
Teknologi Malaysia, Malaysia: Jasamax. Retrieved from https://www.researchgate.net/publication
/316583808_Kesediaan_Guru_Matematik_Sekolah_Menengah_Dalam_Melaksanakan_Proses_P
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Razak, N. A., Habibah, A. J., Krauss, S. E., & Nor, A. A. (2018). Successful implementation of information
and communication technology integration in Malaysian public schools: An activity systems
analysis approach. Studies in Educational Evaluation, 58, 17-29. https://doi.org/10.1016
/j.stueduc.2018.05.003
Rhashvinder, K. A., Charanjit, K. S., Tunku, M. T. M., Nor, A. M., & Tarsem, S. M. (2018). A review of research on the use of higher order thinking skills to teach Writing. International Journal of English Linguistics, 8(1), 86-93. doi:10.5539/ijel.v8n1p86
Rosenberg, M. J., & Hovland, C. I. (1960). Cognitive, affective and behavioural components of attitudes.
In C. I. Hovland & M. J. Rosenberg (Ed.), Attitude organization and change: An analysis of
consistency among attitude components (pp. 112-163). New Haven: Yale University Press.
Rosdiana, M., Sumarni, S., Siswanto, B., & Waluyo. (2019). Implementation of 21st Century Learning through lesson study. Advances in Social Sciences, Education and Humanities Research, 421, 346-353.
Rosnani, H. (2003). Malaysian’s teachers’’ attitude, competency and practices in the teaching of thinking.
International Islamic University Malaysia, 11(1), 27–50. Retrieved from http://journals.iium
.edu.my/intdiscourse/index.php/islam/article/view/245
Samira, N., Faizah, M. N., & Marzila, A.A. (2013). Malaysian teachers’ perception of applying technology in the classroom. Procedia - Social and Behavioral Sciences, 103, 621-627. doi: 10.1016/j.sbspro.2013.10.380
Sarstedt, M., Ringle, C. M., Smith, D., Reams, R., & Hair, J. F. (2014). Partial least squares structural
equation modeling (PLS-SEM): A useful tool for family business researchers. Journal of Family
Business Strategy, 5(1), 105–115.
Şahin, H. & Han, T. (2020). EFL Teachers’ attitudes towards 21st century skills†A Mixed-Methods Study. The Reading Matrix: An International Online Journal, 20(2), 167-180.
Shamilati, C. S., Wan, M. W. Y., & Rahimah, E. (2017). Teachers’ challenges in teaching and learning for
higher order thinking skills (HOTS) in primary school. International Journal of Asian Social
Science, 7(7), 534-545. DOI: 10.18488/journal.1.2017.77.534.545
Sivapakkiam, R., Fadzilah, A. R., Habsah, I., Umi, K. A. M., & Rozita, R. S. (2016). Teachers’ levels of
knowledge and interest on higher order thinking skills (HOTS) according to the field taught and
category of schools. Journal of Modern Education Review, 6(9), 611-621. Retrieved from
http://www.academicstar.us
Sukiman, S., Noor, S. S., & Mohd, U. D. (2012). Pengajaran kemahiran berfikir: Persepsi dan amalan guru
matematik semasa pengajaran dan pembelajaran di bilik darjah. J
Aamirah, A. Z., Lee, Y. D., & Melor, M. Y. (2017, September). 21st century education in teaching English
as a second language (ESL) in Malaysia. Paper presented at the Seminar Pendidikan Serantau ke-VIII, Universiti Kebangsaan Malaysia, Malaysia. Retrieved from https://seminarserantau2017.files.wordpress.com/2017/09/46-aamirah-aiza-zakaria.pdf
Abdul, H. A., Mahani, M., Noor, D. Abd H., Dayana, F. A., Lokman, Mohd. T., & Umar, H. A. K. (2017).
Mathematics teachers’ level of knowledge and practice on the implementation of higher-order thinking skills (HOTS). EURASIA Journal of Mathematics Science and Technology Education, 13(1), 3-17. DOI 10.12973/erasia.2017.00601a
Abdull, S. S., Abd, R. R., & Mohamad, Y. K. (2006, February). Beban tugas guru sekolah rendah. Paper presented at Seminar Kebangsaan Kepimpinan dan Pengurusan Sekolah, Seremban, Malaysia. Retrieved from http://repo.uum.edu.my/80/1/beban_tugas.pdf
Anat, Z. (2013). Challenges in wide scale implementation efforts to foster higher order thinking (HOT) in science education across a whole school system. Thinking Skills and Creativity, 10, 233-249. http://dx.doi.org/10.1016/j.tsc.2013.06.002
Ajzen, I. (1993). Attitude theory and the attitude-behavior relation. In D. Krebs & P. Schmidt. (Eds). New
directions in attitude measurement. Retrieved from https://www.researchgate.net/publication/
264655146_Attitude_theory_and_the_attitude-behavior_relation
Alexander, P. (2015). Talent Thursday: 21st Century Success Factors. Retrieved from http://youcanafford
college.org/talent-thursday-21st-century-success-factors/
Azian, A. A., Fauziah, I., Noor, M. I., & Norhanim, A. S. (2017). Investigating the implementation of higher
order thinking skills in malaysian classrooms: Insights from l2 teaching practices. Sains Humanika,
9(4-2), 65-73. DOI: 10.11113/sh.v9n4-2.1361
Bavani, N. R., Selvaranee, S., & Renuka, V. S. (2016). When students say “I just couldn’t thinkâ€:
Challenges in teaching skilful thinking. The Malaysian Online Journal of Educational Sciences,
4(2), 59-69. Retrieved from www.mojâ€es.net
Celik, S., Aytin, K., & Bayram, E. (2012, May). Implementing cooperative learning in the language
classroom: Opinions of Turkish teachers of English. Paper presented at Akdeniz Language Studies
Conference 2012, Antalya, Turkey. Retrieved from doi: 10.1016/j.sbspro.2013.01.263
Cherry, K. (2018). Attitude and behavior in psychology. Retrieved from https://www.verywellmind.com
/attitudes-how-they-form-change-shape-behavior-2795897
Garba, S. A., Byabazaire, Y., & Busthami, A. H. (2015). Toward the use of 21st century teaching-learning
approaches: The trend of development in Malaysian schools within the context of Asia Pacific.
iJET, 10(4), 72-79. Retrieved from http://dx.doi.org/10.3991/ijet.v10i4.4717
Garson, G. D. (2016). Partial Least Squares: Regression and Structural Equation Models. Asheboro, NC:
Statistical Associates Publishing
Ghamrawi, N., Ghamrawi, N. A. R., & Shal, T. (2017). Lebanese public schools: 20th or 21st century
schools? An investigation into teachers’ instructional practices. Open Journal of Leadership, 6(1),
1-20. DOI: 10.4236/ojl.2017.61001
Guo, L. (2014). Preparing teachers to education for 21st century global citizenship: Envisioning and enacting. Journal of Global Citizenship and Equity Education, 49(1), 1-23.
Gurney, P. (2007). Five factors for effective teaching. New Zealand Journal of Teachers' Work, 4(2), 89-
98.
Devlin-Foltz, B. (2010). Teachers for the global age: A call to action for funders. Teaching Education, 21(1), 113-117.
Henseler, J., Ringle, C. M., & Sarstedt, M. (2012). Using partial least squares path modeling in international
advertising research: Basic concepts and recent issues. Pp. 252-276 in Okzaki, S., ed. Handbook of
partial least squares: Concepts, methods and applications in marketing and related fields. Berlin:
Springer.
Jansen, C., & Merwe, P. V. D. (2015). Teaching practice in the 21st century: Emerging trends, challenges
and opportunities. Universal Journal of Educational Research, 3(3), 190-199. Retrieved from
https://eric.ed.gov/?id=EJ1056080
Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth. Journal of
Digital Learning in Teacher Education, 29, 127-140, DOI: 10.1080/21532974.2013.10784716
Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st century teaching skills: The key to effective 21st century learners. Research in Comparative & International Education, 14(1). 99-117.
Lau, B. T., & Sim, C. H. (2008). Exploring the extent of ICT adoption among secondary school teachers in
Malaysia. International Journal of Computing and ICT Research, 2, 19-36. Retrieved from
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.372.5339&rep=rep1&type=pdf
Lemley, J. B., Schumacher, G., & Vesey, W. (2014). What learning environments best address 21st-century
students’ perceived needs at the secondary level of instruction? NASSP Bulletin, 98(2), 101-125.
DOI: 10.1177/0192636514528748
Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’
perspectives? Thinking Skills and Creativity, 22, 273-288. http://dx.doi.org/10.1016/j.tsc.
2016.09.008
Lim, I. (2017, July 3). What you should know about Chinese schools in Malaysia. Malaymail.
https://www.malaymail.com/news/malaysia/2017/07/03/what-you-should-know-about-chinese-
schools-in-malaysia/1412233
Maio, G. R., & Haddock, G. (2010). The Psychology of Attitudes and Attitude Change. London: SAGE
Publications.
Mohammad, A., & Akram, S. (2013). Teachers' perception of the barriers to critical thinking. Procedia –
Social and Behavioral Sciences, 70, 1-5. doi:10.1016/j.sbspro.2013.01.031
Mohd, N. H., Ramlee, M., Nik, A. N. Y., & Rosnidar, M. (2017). Development of higher order thinking skills module in science primary school: Needs analysis. International Journal of Academic Research in Business and Social Sciences, 7(2), 624-628. DOI: 10.6007/IJARBSS/v7-i2/2670
Naeema, S. A., & Abdo, M. A. (2017). The practice and challenges of implementing critical thinking skills in Omani post-basic EFL classrooms. English Language Teaching, 10(2), 116-133. doi: 10.5539/elt.v10n12p116
Najua, S. A. A., Mohd, S. A., & Abdul, H. A. (2017). Inculcating higher-order thinking skills in mathematics: Why is it so hard? Man In India, 97(13), 51-62. Retrieved from https://www.researchgate.net/publication/318635333
Nooraini, A. R., & Abdul, H. A. (2017). Kesediaan guru matematik sekolah menengah dalam
melaksanakan proses pembelajaran dan pengajaran abad ke-21. Fakulti Pendidikan, Universiti
Teknologi Malaysia, Malaysia: Jasamax. Retrieved from https://www.researchgate.net/publication
/316583808_Kesediaan_Guru_Matematik_Sekolah_Menengah_Dalam_Melaksanakan_Proses_P
embelajaran_dan_Pengajaran_Abad_ke-21/references
Nurzarina, A., & Roslinda, R. (2017, April). Kefahaman guru tentang kemahiran abad ke-21. Paper
presented at Persidangan Antarabangsa Sains Sosial & Kemanusiaan, Kolej Universiti Islam
Antarabangsa Selangor, Malaysia. Retrieved from http://conference.kuis.edu.my/pasak2017/
images/prosiding/pendidikan/09-Nurzarina-AmranUKM.pdf
Partnership for 21st Century Skills (2009). A framework for twenty-first century learning. Retrieved from http://www.p21.org/
Petko, D., Prasse, D., & Cantieni, A. (2018). The interplay of school readiness and teacher readiness for
educational technology integration: A structural equation model. Computers in the Schools, 35(1),
1-18. DOI: 10.1080/07380569.2018.1428007
Rajiv, J., & Tarry, H. (2014). Principles of Social Psychology. Retrieved from
http://pzacad.pitzer.edu/~hfairchi/courses/Spring2015/Psych%20103/Principles-of-Social-
Psychology-1st-International-Edition-1415042666.pdf
Razak, N. A., Habibah, A. J., Krauss, S. E., & Nor, A. A. (2018). Successful implementation of information
and communication technology integration in Malaysian public schools: An activity systems
analysis approach. Studies in Educational Evaluation, 58, 17-29. https://doi.org/10.1016
/j.stueduc.2018.05.003
Rhashvinder, K. A., Charanjit, K. S., Tunku, M. T. M., Nor, A. M., & Tarsem, S. M. (2018). A review of research on the use of higher order thinking skills to teach Writing. International Journal of English Linguistics, 8(1), 86-93. doi:10.5539/ijel.v8n1p86
Rosenberg, M. J., & Hovland, C. I. (1960). Cognitive, affective and behavioural components of attitudes.
In C. I. Hovland & M. J. Rosenberg (Ed.), Attitude organization and change: An analysis of
consistency among attitude components (pp. 112-163). New Haven: Yale University Press.
Rosdiana, M., Sumarni, S., Siswanto, B., & Waluyo. (2019). Implementation of 21st Century Learning through lesson study. Advances in Social Sciences, Education and Humanities Research, 421, 346-353.
Rosnani, H. (2003). Malaysian’s teachers’’ attitude, competency and practices in the teaching of thinking.
International Islamic University Malaysia, 11(1), 27–50. Retrieved from http://journals.iium
.edu.my/intdiscourse/index.php/islam/article/view/245
Samira, N., Faizah, M. N., & Marzila, A.A. (2013). Malaysian teachers’ perception of applying technology in the classroom. Procedia - Social and Behavioral Sciences, 103, 621-627. doi: 10.1016/j.sbspro.2013.10.380
Sarstedt, M., Ringle, C. M., Smith, D., Reams, R., & Hair, J. F. (2014). Partial least squares structural
equation modeling (PLS-SEM): A useful tool for family business researchers. Journal of Family
Business Strategy, 5(1), 105–115.
Şahin, H. & Han, T. (2020). EFL Teachers’ attitudes towards 21st century skills†A Mixed-Methods Study. The Reading Matrix: An International Online Journal, 20(2), 167-180.
Shamilati, C. S., Wan, M. W. Y., & Rahimah, E. (2017). Teachers’ challenges in teaching and learning for
higher order thinking skills (HOTS) in primary school. International Journal of Asian Social
Science, 7(7), 534-545. DOI: 10.18488/journal.1.2017.77.534.545
Sivapakkiam, R., Fadzilah, A. R., Habsah, I., Umi, K. A. M., & Rozita, R. S. (2016). Teachers’ levels of
knowledge and interest on higher order thinking skills (HOTS) according to the field taught and
category of schools. Journal of Modern Education Review, 6(9), 611-621. Retrieved from
http://www.academicstar.us
Sukiman, S., Noor, S. S., & Mohd, U. D. (2012). Pengajaran kemahiran berfikir: Persepsi dan amalan guru
matematik semasa pengajaran dan pembelajaran di bilik darjah. J
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31-01-2022
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Abdullah, M. N. L. Y., & Chun, T. C. (2022). THE EFFECTS OF LANGUAGE TEACHERS’ ATTITUDES, BARRIERS AND ENABLERS IN TEACHING 21ST CENTURY SKILLS AT CHINESE VERNACULAR SCHOOLS . Malaysian Journal of Learning and Instruction, 19(1), 115–146. https://doi.org/10.32890/mjli2022.19.1.5
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