Learning and Innovation Skills: Examining English as Foreign Language Teachers’ Classroom Practice in Two Bale Zones and Robe Town High Schools
DOI:
https://doi.org/10.20372/mwu.jessd.2026.1599Keywords:
4Cs, Classroom, Essential skills, PracticeAbstract
Learning and innovation skills, or the 4Cs (critical thinking, communication, collaboration, and creativity), are essential for preparing students for future careers in the 21st century. This study aimed to examine English as a Foreign Language (EFL) teachers’ classroom practice of learning and innovation skills. An explanatory sequential design was used in this study, involving 25 teachers and 297 Grade 9 students. Structured observation, questionnaire, and semi-structured interview were used to collect data. Quantitative data were analyzed using SPSS version 25, and the outputs of observation and teachers’ responses were reported as percentages, while mean and standard deviation were described for students’ responses. Thematic analysis was made for interview results, followed by coding, categorizing, and interpreting. Finally, quantitative and qualitative findings were triangulated. The results of the study revealed that learning and innovation skills were infrequently practiced, as the majority of the calculated data fell within ‘never’ to ’sometimes’. Besides, survey results indicated that critical thinking (M=2.79, SD=.81158), communication (M=2.67, SD=.78912), collaboration (M=2.77, SD=.80971) and creativity (M=2.65, SD=.77871) skills were practiced occasionally. Among these skills, critical thinking skills, followed by collaboration skills, were the most frequently practiced skills. The findings further indicated limited use of digital technologies in classroom instruction. The use of digital technologies was also another missed ingredient. Thus, sufficient classroom practice of learning and innovation skills and digital technologies should be provided for students. Further research should also be conducted on how to fully engage students in practice and examine factors contributing to limited classroom practice.
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