Digital Multimodal to Promote 21st-Century Learning Skills for English Young Learners: Teachers’ Perspective

Abstract

In today's digital age, learners must prepare to have 21st-century learning skills to face hindrances to technology's growth starting at an early age. Digital multimodality is essential for young English learners to promote 21st-century learning skills, precisely 4Cs' skills. These skills are critical thinking, communication, collaboration, and creativity. Integrating digital multimodal as a medium in learning activities engages learners' participation and helps to improve 4Cs young learners' English skills. It includes visuals, audio, and audio-visuals as instruction modalities for young learners to participate actively in English class. The primary goal of this research is to explore English teachers’ perspectives regarding using varied digital tools for young learning in English classes. This research design used a mixed method in which participants were fifteen teachers who taught young English learners in Indonesian at private schools. The study's data was gathered through questionnaires and teacher interviews to explore digital multimodality used in their practices. The findings also reveal that (1) teachers employed digital multimodal and implemented visuals as dominant multimodal in their English classrooms, (2) multimodal digital increases students' involvement and learning outcomes, and (3) the implications of digital tools impact students' 4Cs' skills. The study's results suggest that the teachers utilize varied multimodal methods in English instruction to improve 4Cs' young learners. Furthermore, the implications of the results will be helpful for teachers in creating more engagement in English learning classroom activities for young learners.