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.

Problem-Based Learning (PBL) Language Case Crafting (PBL-LcCRAFT) Model is a new PBL case design guide for language practitioners to craft PBL cases specifically for English Language teaching and learning. This paper describes five significant components in this new model that complement the 21st century learning skills. Data illustrated in this paper were drawn from an action research project on PBL case design training and model for English language practitioners. The four steps in the action research approach namely plan, act, observe and reflect were closely followed within two cycles of the research procedure. Data collection tools were observation checklist and focus group interviews with a group of English Language practitioners. The collected data were then analysed using content analysis for emerging themes and the findings were used to develop the new model (PBL-LcCRAFT). The outcome of this study is the new model which is a guide for crafting PBL cases specifically for languages. This paper discusses five interrelated components in the new model (Ill-structuredness, Language in-use, Researching, Reasoning and Reflecting) which language practitioners considered as significant components in crafting language cases. The key findings presented here are the five interrelated components in PBL-LcCRAFT that have assisted the practitioners to craft cases and the symbiosis between these five components with the 21st century skills (i.e. knowledge, creativity, collaboration, critical thinking and communication skills).

Problem-Based Learning (PBL) aligns with approaches required in second language learning and teaching in which students learn the target language by practicing it and thus, making it an acceptable pedagogical choice to cater for the need of the language learners. Case/Problem is the core element in PBL. The important characteristics of PBL include students learning with an ill-structured problem in which the problem acts as the starting point to structure the learning agenda. However, due to lack of knowledge and experience in crafting cases and the scarcity of case design models for language, practitioners often find it challenging to employ PBL approach in their classrooms. This research aims to study the feasibility of using the 3C3R Case-Design Model (Hung, 2006) to craft PBL cases for a General English Course. In this Action Research approach, four steps (planning, action, observation and reflect) were closely followed within two cycles of the action research procedure. Data collection tools were observation checklist and focus group interviews with a group of English language practitioners which was then analyzed using content analysis for emerging themes. The findings revealed some significant themes pertaining to the need for adaptation and inclusion of other components in the model to craft PBL cases for language courses. One of the significant theme was on `ill-structuredness' as a component to be included in the 3C3R model. The findings also suggest the importance of the emerging PBL Language Case-design Model for language teaching which is expected to be a reference to language practitioners with limited case-design knowledge to craft PBL cases for their specific classroom goals.

Background: Case/Problem is the core element for Problem-Based Learning (PBL). However, due to lack of knowledge and experience in crafting cases, practitioners often find it challenging to employ PBL approach in their classrooms. The purpose of this study was to train English language practitioners to craft their own PBL cases for a General English Course using 3C3R Case-Design Model (Hung, 2006) as the basis. The 3C3R model consists of two classes of components: core and processing components. Methods: This study employed the Action Research approach in which the four steps (planning, action, observation and reflect) were closely followed within two cycles of the action research procedure. Data were collected through observation checklist and focus group interviews with 8 participants who are English language practitioners. Results: The findings were two-fold: an emerging PBL case-design model for language courses (PBL Language Case-design Model) and the practitioners' experiences on the trainings. Some of the findings that led to the emerging PBL Language Case-design Model: a) issues on the content component in the 3C3R case design model (Hung, 2006); content was not the main aim when teaching language, b) the inclusion of affective angle in the model. Conclusion: In conclusion, the importance of the emerging PBL Language Case-design Model for language teaching and the valuable gains of the trainings in preparing PBL case crafters for language courses were the significant findings. The emerging model is not only expected to guide English Language practitioners with limited case-design knowledge but also practitioners teaching other languages, to craft PBL cases to meet their learners' language learning aims.

e-PRASMO is an online teaching supervision tool used for a teaching practicum subject (EAZ4214). It has been used for 3 different cohorts of teacher-students who have done their teaching practicum for eight weeks respectively. After undergoing two cycles of its usage, e-PRASMO was then enhanced to be in line with the current state of education which emphasises on the 21st century learning skills and the shifts in the national blueprints. In order to situate e-PRASMO in the theoretical body of knowledge, The 3P's Model for teaching and learning by Biggs espouses its embellishment. The 3Ps are Presage, Process and Product phases. Presage covers the characteristics of the learners; the Process is the online teaching practicum (e-PRASMO) that the students undergo while the Product refers to the learning experienced by the students. The learners are digital immigrants but they need to be relevant teachers for their digital native students from generation Z or even generation Alpha. The third cohort (30 students) utilised the technologically-enhanced e-PRASMO in the Process phase where all the notes and submission of work are done digitally. Then, in the Product phase, the learners found they have improved in terms of technological knowledge and skill. This study delves into the technological enhancement perceived by the 30 students. They answered the google form which contains items using likert scale and open-ended questions relating to 3 aspects (usability, flexibility and acceptance) of using e-PRASMO. The data were then tabulated, analysed and presented in percentage: the highest elements for usability, flexibility, and acceptance are the links (90.3%), access to information (100%), and increase in knowledge and skills (93.5%) respectively. On the whole, they reported very positively in their advancement of the technology introduced via e-PRASMO.