The Integration of Soft Skills in Language Learning Classroom: The Perspective of Thai ELT Teachers at A University of Technology
Article Sidebar
Main Article Content
Abstract
Upon graduating, students are expected to have acquired soft skills to meet potential employers’ expectations. Since employers today are competing for qualified graduates possessing relevant training and workplace competencies, ELT teachers should guide their learners towards obtaining both a comprehensive understanding of theoretical concepts and a range of interpersonal abilities. This study examined whether Thai teachers incorporate these soft skills in the classroom, which soft skill elements are prioritized and taught, and how the teachers implemented these elements in their EFL classrooms. Twenty ELT teachers from Rajamangala University of Technology in Thailand participated in an online survey and semi-structured interviews. Data was collected using a 4-point Likert-scale questionnaire, which revealed that the teachers reported that they integrated soft skills into the classroom, primarily in the domains of learning skills, literacy skills, and life skills. The three soft skills reported to be most utilized were communication skills, technology literacy, and collaboration and teamwork, which are all essential for improving English language proficiency. The findings suggest that ELT teachers identify and facilitate the acquisition of weaker supplementary skills, such as leadership, to equip students with the necessary skills to succeed.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Basir, N. M., Zubairi, Z. Y., Jani, R., & Wahab D. A. (2022). Soft skills and graduate employability: Evidence from Malaysian tracer study. Pertanika Journal of Social Sciences and the Humanities, 30(4), 1975–1989. https://doi.org/10.47836/pjssh.30.4.26
Boyer, W., & Crippen, C.L. (2014). Learning and teaching in the 21st century: An education plan for the new millennium developed in British Columbia, Canada. Childhood Education, 90(5), 343-353. https://doi.org/10.1080/00094056.2014.952218
Chyung, S. Y. (2017). Evidence-based survey design: The use of a midpoint on the Likert scale. Boise State University Printing Press.
Esa, A., Selamat, A., Padil, S., & Jamaludin, J. (2014). Applications of soft skills in Engineering Programme at Polytechnic Malaysia. Journal of Social and Behavioral Sciences, 140, 115–120. https://doi.org/10.1016/j.sbspro.2014.04.395
Hadiyanto, H., Failasofah, F., Armiwati, A., Abrar, M., & Thabran, Y. (2021). Students’ practices of 21st century skills between conventional learning and blended learning. Journal of University Teaching & Learning Practice, 18(3), 1-21. https://doi.org/10.53761/1.18.3.7
Hadiyanto H., Sulistyo, U., & Noferdiman N. (2022). The graduates’ 21st century skills performance at workplace: A challenge and reflection for universities in revolution industry 4.0 era. Technium Social Sciences Journal, 32, 76-94. https://doi.org/10.47577/tssj.v32i1.6615
Hendarman, A. F., & Tjakraatmadja, J. H. (2012). Relationship among soft skills, hard skills, and innovativeness of knowledge workers in the knowledge economy era. Journal of Social and Behavioral Science, 52(3), 35-44. https://doi.org/10.1016/j.sbspro.2012.09.439
Idrus, H., Dahan, M. H., and Abdullah, N. (2014). Integrating soft skills in the teaching of hard sciences at a private university: A preliminary study. Pertanika Journal of Social Sciences & Humanities, 22(S), 17–32.
Kalyana, M. S. (2019). Soft skills in tegration in teaching professional training for English language. Journal of Advances and Scholarly Researches in Allied Education, 16(1), 37-45. https://doi.org/10.29070/JASRAE
Kanokorn, S., Pongtorn, P., & Sujanya, S. (2014). Soft skills development to enhance teachers’ competencies in primary schools. Procedia – Social and Behavioral Sciences, 112, 842-846. https://doi.org/10.1016/j.sbspro.2014.01.1240
Khan, S. (2018). Demystifying the impact of university graduate's core competencies on work performance: A Saudi industrial perspective. International Journal of Engineering Business Management, 10, 1-10. https://doi.org/10.1177/184797901881004
Lamri, J., & Lubart, T. (2023). Reconciling hard skills and soft skills in a common framework: The generic skills component approach. Journal of Intelligence, 11(6), 1-19. https://doi.org/10.3390/jintelligence11060107
Lucktong, A., & Pandey, A. (2020). Perceived-development of soft skills support confidence to obtain a job: An evidence among science-tech graduates in Thailand. Asia-Pacific Social Science Review, 20(1), 66-77.
Mailool, J. & Ameliasari, H. (2020). Lecturers’ experiences in teaching soft skills in Teacher Profession Education Program (TPEP) in Indone sia. Problems of Education in the 21s t Century Journal, 78(2), 215-233. http://doi.org/10.33225/pec/20.78.215
Novitasari, D., Yuwono, T., Cahyono, Y., Asbari, M., & Sajudin, M. (2020). Effect of hard skills, soft skills, organizational learning and innovation capability on Indonesian teachers’ performance during COVID-19 pandemic. Journal of Solid State Technology, 63(6), 2927-2952. http://www.solidstatetechnology.us/index.php/JSST/article/view/3379
Pachauri, D., & Yadav, A. (2014). Importance of soft skills in teacher education programme. International Journal of Educational Research and Technology, 5(1), 22-25. https://soeagra.com/ijert/ijertmarch2014/5.pdf
Patacsil, F., & Tablatin, C. L. S. (2017). Exploring the importance of soft and hard skills as perceived by IT internship students and industry. Journal of Technology and Science Education, 7(3), 347-368. http://dx.doi.org/10.3926/jotse.271
Ragusa, A., Valeria, C., Trigueros, R., & González, B. (2022). High education and university teaching and learning processes: Soft skills. International Journal of Environmental Research and Public Health, 19(7), 1-12. https://doi.org/10.3390/ijerph191710699
Rajamangala University of Technology Krungthep. (2023, October 19). Vision, mission, and strategy. https://www.rmutk.ac.th/
Rongraung, S., Somprach, K., Khanthap, J., & Sitthisomjin, J. (2014). Soft skills for private basic education schools in Thailand. Journal of Social and Behavioral Sciences, 112(7), 956-961. https://doi.org/10.1016/j.sbspro.2014.01.1254
Sharma, G., & Sharma, P. (2010). Importance of soft skills development in 21st century curriculum. International Journal of Education & Allied Sciences, 2(4), 39-44. https://doi.org/10.4236/ce.2020.118109
Snape, P. (2017). Enduring learning: Integrating C21st soft skills through technology education. Design and Technology Education: An International Journal, 22(3), 1-13. https://openjournals.ljmu.ac.uk/DATE/article/view/1547
Stauffer, B. (2020) Ultimate guide to teaching 21st century skills in secondary schools. Applied Educational Systems.
Subramaniam, I. (2013). Teachers perception on their readiness in integrating soft skills in the teaching and learning. IOSR Journal of Research & Method in Education, 2(5), 19-29. https://doi.org/10.9790/7388-0251929
Tang, K. N. (2020). The importance of soft skills acquisition by teachers in higher education institutions. Kasetsart Journal of Social Sciences, 41, 22-27. https://doi.org/10.1016/j.kjss.2018.01.002
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. John Wiley & Sons Press.
Tunwattanapong, M., & Dimmitt, N. (2010). The affect of Thai cultural factors on teaching and learning in the higher education system of Thailand. EDULEARN10 Proceedings, 5660-5663.
Volkov, A., Rishko, Y., Kostyukhin, Y., Sidorova, E., Boboshko, D., Savinova, D., & Ershova, V. (2022). Using digital tools to teach soft skill-oriented subjects to university students during the COVID-19 pandemic. The Journal of Education Science, 12(5), Article 335. https://doi.org/10.3390/educsci12050335