Enhancing 21st century learning skills becomes the utmost importance in the contemporary education world. In Malaysia, the rising number of unemployment among Malaysian university graduates is associated to the lack of 21st century skills and it is imperative to find a pedagogical approach that could enhance these skills. This study examines how Multiliteracies Project Approach (MPA) enhances 21st century skills among Malaysian university graduates. It is a qualitative study that was conducted at a public university in Nilai, Malaysia, involving 50 students enrolled in English as a Second Language (ESL) course. Data was collected using qualitative tools such as observation, semi-structured interviews and reflective journals. Data was then analyzed using a thematic analysis method. The findings of the study showed that MPA promotes the development of collaborative, technological and critical thinking skills among students. MPA provided students the chance to practice working effectively in in a network of people to achieve a mutual goal. Findings also showed that students acquired new skills when learning using MPA, including technological skills and critical thinking skills which were significant in 21st century employment. The findings suggest that Multiliteracies Project Approach can provide a significant pedagogical implication.

According to Vygotsky, language serves not only as a tool for communication but also as a psychological tool in developing an individual's cognitive process. From this perspective, the use of language (i.e. L1) provides learners with additional cognitive support in solving second language (L2) linguistic tasks in an attempt to achieve the desired L2 learning goal. Grounded within the Vygotskian Sociocultural theory of mind (SCT), this paper reports on an investigation of the use of L1 (i.e. Malay language) as a semiotic mechanism in mediating learners' understanding of the English tense-aspect system. The study involved 8 L1 Malay university-level learners of L2 English as they attempted to verbalize their understanding of target tense-aspect concept. Data was drawn from the verbalization protocols obtained by transcribing individual (self-explaining) and dyadic (collaborative interaction) activity during a CBI session. Our findings revealed that L1, manifested through learners' metalanguage, act as a mediational tool to structure and organise thought in helping learners gain a deeper understanding of the target grammatical concept. Analysis of the findings not only supports the Vygotskian view regarding the role of L1 as a regulatory tool in L2 learning but also provide further evidence of the positive role and value of L1 in enabling learners to explore and gain insights of the relationship between form and meaning of the L2. (C) 2014 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.