THE ART OF TEACHING ENGLISH I N T H E 2 1 ST C E N T U R Y S E T T I N G S EDITOR Hayriye AVARA THE ART OF TEACHING ENGLISH IN THE 21st CENTURY SETTINGS EDITOR Hayriye AVARA THE ART OF TEACHING ENGLISH IN THE 21st CENTURY SETTINGS Editor Hayriye AVARA Cover Design / InDesign Yağmur AKILLILAR / Yunus ŞENTÜRK This book was typeset in 10/12 pt. Times New Roman, Italic, Bookman Old Style, Bold and Bold Italic. Copyright © 2023 by ISRES Publishing All rights reserved. No part of this book may be reproduced in any form, by photostat, microfilm, retrieval system, or any other means, without prior written permission of the publisher. All the chapters included in this book have been blind-reviewed. Authors of the chapters in the book accept that the materials included in the chapter do not violate copyright laws. All sources have been appropriately acknowledged and/or referenced. Where required, appropriate permissions have been obtained from the original copyright holder(s). The Art of Teaching English in the 21st Century Settings Published by ISRES Publishing, International Society for Research in Education and Science (ISRES) Includes bibliographical references. ISBN 978-625-6959-33-0 Date of Issue December, 2023 Address Istanbul C. Cengaver S. No 2 Karatay/Konya/TÜRKİYE E-mail isresoffice@gmail.com Table of Contents FOREWORD ............................................................................................................................ iii FROM THE EDITOR: ALL THE LANGUAGE CLASSROOM’S A ‘STAGE’ ..................... v PART ONE: THE ACTORS THE TEACHERS AND LEARNERS OF EFL …………… TODAY .............................................................................................................. 1 CHAPTER 1: THE EFL STUDENT AND TEACHER IN THE 21ST CENTURY .................. 2 Turan PAKER CHAPTER 2: 21ST CENTURY SKILLS AND ENGLISH LANGUAGE TEACHING: THE4 CS ........................................................................................................... 14 Birsen TÜTÜNİŞ CHAPTER 3: JOHN DEWEY REVISITED: INVESTIGATING TEACHER ROLES IN … THE 21ST CENTURY ....................................................................................... 27 Melike BEKERECİ ŞAHİN, Derya SAKİN HANOĞLU CHAPTER 4: CURRENT FRAMEWORKDS GUIDING THE DEVELOPMENT OF ………………DIGITALLY COMPETENT LANGUAGE TEACHERS .............................. 48 Senem YILDIZ PART TWO: THE SETTING: TEACHING AND LEARNING ENVIRONMENTS .... 74 CHAPTER 5: PEDAGOGICAL STRATEGIES AND PRACTICES ..................................... 75 Nurdan KAVAKLI ULUTAŞ CHAPTER 6: MODERN TECHNOLOGIES IN TEACHING ENGLISH ........................... 104 Havva Nur BOZDOĞAN, Emrah EKMEKÇİ CHAPTER 7: INNOVATIVE TEACHING AND LEARNING ENVIRONMENTS IN ……………...EFL TEACHER EDUCATION ...................................................................... 136 Ayfer SU BERGİL CHAPTER 8: TELECOLLABORATION AND INTERCULTURAL COMMUNICATIVE ………………COMPETENCE: EXPLORING BENEFITS AND CHALLENGES IN A ………………DIGITAL AGE ............................................................................................. 166 Ceylan YANGIN ERSANLI, Deren Başak AKMAN YEŞİLEL PART THREE: THE BACKSTAGE: CURRICULUM AND THE MATERIAL ………………. DESIGN .................................................................................................... 188 CHAPTER 9: ADAPTING ENGLISH LANGUAGE TEACHING MATERIALS AND …………… RESOURCES TO CHANGING TIMES ....................................................... 189 Gamze ERDEM COŞGUN i CHAPTER 10: ENHANCING INTERCULTURAL CITIZENSHIP IN ELT: THE ROLE …………… OF TEACHING MATERIALS .................................................................... 211 Yasemin BAYYURT, Şebnem YALÇIN, Benan RIFAIOĞLU-ALAHDAB CHAPTER 11: CURRENT GLOBAL ISSUES AND VALUES: BRIDGING GLOBAL ……………… CITIZENSHIP EDUCATION, SUSTAINABLE DEVELOPMENT AND ……………… LANGUAGE TEACHER TRAINING ......................................................... 236 Gonca YANGIN EKŞİ PART FOUR: BLACKOUT & APPLAUSE: CURRENT CHALLENGES AND …………….... SOLUTIONS............................................................................................... 255 CHAPTER 12: ADAPTING TO RAPID CHANGES AND EMERGENCIES IN ……………… TEACHING EFL .......................................................................................... 256 Nalan BAYRAKTAR BALKIR, Ece ZEHİR TOPKAYA CHAPTER 13: TEACHING ENGLISH LANGUAGE TEACHERS, THE ART OF …………… GIVING FEEDBACK IN 21ST CENTURY CONTEXTS ........................... 296 Çiler HATİPOĞLU CHAPTER 14: RETHINKING FOREIGN LANGUAGE ASSESSMENT IN THE LIGHT ……………… OF RECENT IMPROVEMENTS IN ARTIFICIAL INTELLIGENCE ....... 319 Ahmet ÖNAL CHAPTER 15: SCENES FROM THE 21ST CENTURY EFL CLASSROOM: ……………….MOTIVATION, CHALLENGES AND STRATEGIES .............................. 338 Hayriye AVARA ii FOREWORD Foreign language education process has been scrutinized in our country for a long time by language educators and linguists in order to suggest the best ways to teach. As we all know, in our case, English is neither an official language nor the mother tongue of our nation. In that sense it is one of the foreign languages that has been taught in our country, too. For this ultimate aim ELT professionals have been trying to search for the best methods, approaches, techniques, strategies, and activities. Therefore, this book The Art of Teaching English in the 21st Century Settings have been designed in order to bring some highlights to the issue of ELT in the 21st Century Settings. Part One discusses the parties involved in the teaching and learning process, the learners and the teachers 21st century skills in ELT and teacher roles in terms of digital developments in ELT in this century. In Part Two teaching and learning environments have been under discussion ranging from pedagogy, practices, modern Technologies, innovative teaching and learning environments in EFL teacher education, to tele-collaboration and intercultural communicative competence (ICC). The authors in Part Three tries to highlight the importance of adapting English language teaching materials and resources to changing times, enhancing intercultural citizenship in ELT, the role of teaching materials, and current global issues and values, bridging global citizenship education, sustainable development and language teacher training. Part Four discusses such issues as adapting to rapid changes and emergencies in teaching EFL, teaching English language teachers the art of giving feedback in 21st century contexts, rethinking foreign language assessment in the light of recent improvements in artificial intelligence, and scenes from the 21st century EFL classroom: motivation, challenges and strategies. Prof. Dr. Arif SARIÇOBAN December, 2023 Ankara iii Dedicated to the loving memory of Assoc. Prof. Dr. Gülay SARIÇOBAN, who will stay in our hearts forever as a dear friend, a distinguished academician, and the beloved wife of Prof. Dr. Arif SARIÇOBAN. iv FROM THE EDITOR ALL THE LANGUAGE CLASSROOM’S A ‘STAGE’ All the language classroom’s a stage, And all the teachers and students ‘merely players’, In their ‘time they play many parts’, Through masked weakness, furbished strength, In comfort or deep in hassle, They perform their best of art. The scenes are light or dark on stage, Performances frame players strong. Through obstacles and change, Challenges come along. Adaptation and feeling lost, They act hand in hand. Reminding the walk is lifelong. No matter how different the setting is, The ultimate goal is the same, To stay in the game, Without demanding fame. The applause sparks motivation. At times the mission seems impossible, The efforts look in vain. Though the journey is weary and long, The curtains are never let down! The joy of success washes away the pain. When there is a curtain call, All players are ready to bow again and again. Inspired by “All the World’s a Stage” by William Shakespeare, who has shed artistic light on my language learning and teaching journey as well as many other creative minds and loving hearts. Hayriye AVARA v PART ONE: THE ACTORS: THE TEACHERS AND LEARNERS OF EFL TODAY 1 CHAPTER 1: THE EFL STUDENT AND TEACHER IN THE 21 ST CENTURY Turan PAKER Abstract Second or foreign language learning/teaching has been in the curriculum of schools for centuries. It has gone through various stages up to the 21st century in which both teachers and learners have assumed different roles and responsibilities in various approaches, methods, and techniques of teaching English. For that reason, in this chapter, the roles, responsibilities, opportunities, and challenges of learners and teachers in the 21st century have been described in terms of various contexts by taking into account the learners' level and age in terms of 21stcentury skills. Keywords: teaching English, 21st-century skills, teacher roles, learner roles 1. Introduction Teaching a second/foreign language has been on the agenda of education for centuries. For this purpose, linguists have come up with various approaches and methods in which teachers and learners have assumed to have some specific roles. Thus, they are expected to comply with the principles of a method/approach. On the other hand, learning theories have had a strong influence on the methods and approaches. For example, we can see that behaviorism is the basis of the Audio-Lingual method, and Cognitive Learning and Constructivism are the basis of communicative language teaching. Richards & Rogers (2014) classified the language models as cognitive, structural, functional, interactional, sociocultural, genre, and lexical models and discussed how each of them influenced language teaching methods. Hence, all these models have shaped the role of the learner as a processor of the input, problem solver, performer, initiator, etc. In these models, learners assumed roles from passive recipients of teaching to active performers through autonomy in learning. On the other hand, teachers assumed various roles in practicing various language teaching methods/approaches. In some methods, teachers were the source of input controlling what the learners would learn in a specific period of time. In other methods, they assumed roles such as a model for learning, director, consultant, guide, mediator, designer of the content, feedback provider, facilitator, assessor, and so on. However, teachers are not totally free to assume their roles as they work in a school context. Thus, the 2