Exploring 21st-century ESL classroom challenges: a case study of Malaysian secondary school teachers

Abstract

This qualitative exploratory case study investigates the challenges faced by Malaysian secondary school English as  Second Language (ESL) teachers in integrating 21st-century learning skills into the ESL classroom. It also examines the presence and extent of collaboration, critical thinking, communication, and creativity during ESL lessons. Data were collected through semi-structured interviews with eight teachers from four national secondary schools in Malaysia, followed by focus group interviews with the same participants for triangulation purposes. Thematic analysis was employed to identify emerging patterns and themes. The analysis revealed the following four major challenges: lack of confidence, low motivation, administrative burdens and insufficient resources. All four 21st-century skills were evident in classroom practices  with collaboration being the most dominant and creativity the least visible. The findings underscore the critical need to address existing barriers, enhance teaching capacities in 21st-century skills, and implement activities that promote critical thinking, creativity, communication, and collaboration within ESL classrooms. The study highlights the necessity for creative strategies to foster student motivation and engagement in English learning and to encourage the development of creative thinking among ESL students in Malaysian secondary schools.