Akademik Veri Yönetim Sistemi
International Journal of Basic and Applied Sciences, cilt.14, sa.4, ss.661-665, 2025 (Scopus)
Throughout recent decades, the bonds between technology and classrooms have become stronger day by day. In such a setting, various language classrooms all over the world have started to utilize technological tools. Authoring tools that allow students to create content are among these tools, and they are commonly used in many settings. Hence, the present study aims to understand the perceptions of English as a Foreign Language (EFL) learners regarding the use of authoring tools in developing 21st-century (C21) skills. Data were gathered through semi-structured interviews and minute papers from 33 university students over the course of an academic term. Findings point out that most participants perceived significant gains in communication, collaboration, creativity, and presentation skills. However, the development of critical thinking was less frequently acknowledged. Thematic analysis highlights that the integration of authoring tools in project-based tasks not only backed up language skill acquisition but also increased learners' confidence and engagement in the classroom. Such a sample procedure might also be utilized in other disciplines like STEM, engineering, or other fields of education.