A study of 21st century skills and engagement in a university Spanish foreign language classroom

Abstract

Increasing concern regarding student disengagement and education s role in helping students to navigate the ever‐changing realities of a globalized society has focused attention on the importance of 21st century skills. This mixed‐methods study investigated whether and how intensely students experienced optimal engagement during a Spanish project that required them to conduct and reflect on a 30‐minute interview with a native speaker of Spanish. Engagement was measured through the lens of Csikszentmihalyi s (1996) flow theory. Findings revealed that authentic, real‐world tasks that require students to make use of 21st century skills and which engage learners affectively facilitate behavioral, cognitive, and emotional engagement.