Developing 4Cs as future-proof skills among non-linguistic undergraduates in a tech-enhanced English language classroom

Abstract

This study examines non-linguistic university students' self-reported language learning practices and their perspectives on how a tech-enhanced English as a Foreign Language (EFL) course helps develop 21st-century skills. Based on the Partnership for 21st Century Skills (P21) framework, Bloom's Revised Taxonomy, and cognitive offloading theory, the research explores how critical thinking, creativity, collaboration, and communication are integrated into a digitally enriched learning environment. Using a convergent parallel mixed-methods approach, the study collected both quantitative and qualitative data through a questionnaire created by the authors and completed by 107 undergraduates. Inferential statistics, including Pearson's chi-square (χ²) and hierarchical cluster analysis, revealed three main dimensions of learner engagement: (1) synthesis of thinking, creativity, and collaboration skills; (2) personal initiative and informal learning; and (3) the overall impact of digital tools and teaching methods. The results showed that while students acknowledged the importance of the 4Cs, their critical engagement was moderate. The qualitative analysis revealed that students perceive generative digital tools as a helpful cognitive aid for idea generation, exploring diverse perspectives, and critical inquiry; however, they also expressed concerns about cognitive offloading in digital learning environments. Overall, the findings add to current discussions on technology-enhanced language education by highlighting the need for pedagogical scaffolding, metacognitive regulation, and competency-based EFL instruction to foster skills that are vital for the future.