Integrating 21st Century Skills into Translation Classroom from Students' Perspective




21st-century skills, translation training, P21 framework, students’ perspective, PACTE's Model


First coined in the 1980s and instantly redefined ever since, the term "21st-century skills" has transformed education around the world. In their effort to best prepare students to become successful global citizens, teachers have integrated the teaching of 21st-century skills into their classrooms. However, research into how students perceive and incorporate these skills in their learning of such subjects as translation is not as so rigorous. Therefore, this study is aimed at bridging this gap. The research was conducted based on the Partnership for 21st Century Skills (P21) framework. A combination of survey questionnaires from 80 university juniors studying Translation 2 at Van Lang University and 10 interviews with them helped provide data for analysis. The results showed that among the skill sets (P21, 2013), most students gave preference to collaboration, critical thinking, and Information and Communication Technologies (ICT) literacy. They also shed some light on what hindered them from developing certain skills in their translation learning. The research, finally, suggests some possible adaptations in syllabus design and teaching approaches that can boost students' 21st-century skills while nurturing future qualified translators.

Author Biography

Tran Thi Mai, Faculty of Foreign Languages, Van Lang University, Vietnam

Ms. Tran Thi Mai is a full-time lecturer at Van Lang University. She has 10 years of experience in English Language Teaching at universities. Her teaching philosophy is the unceasing improvement in every lesson delivered to her students so that they can enrich their knowledge, sharpen their skills, and shape a positive attitude towards independent, responsible, and lifelong learning.


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How to Cite

Tran, T. M. (2023). Integrating 21st Century Skills into Translation Classroom from Students’ Perspective. International Journal of TESOL & Education, 3(1), 64–78.