The Integration of Soft Skills in Language Learning Classroom: The Perspective of Thai ELT Teachers at A University of Technology
Journal article
Authors/Editors
Strategic Research Themes
Publication Details
Author list: Boonmoh, Atipat; Chanchay, Kitiya
Publication year: 2024
Volume number: 31
Issue number: 1
Start page: 255
End page: 274
Number of pages: 20
ISSN: 15135934
Languages: English-Great Britain (EN-GB)
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. © 2024, School of Liberal Arts, King Mongkut's University of Technology Thonburi. All rights reserved.
Keywords
ELT teachers, Language learning classroom
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