ABSTRACT
English language teachers in this 21st century learning era are required to integrate their teaching methods with the achievement of 21st century skills for all students, including slow learners. Teachers implementing communicative language teaching must consider the adaptation of their classroom activities to slow learners’ learning style and characteristics. Classroom activities underlying communicative language teaching (CLT) provide a benefits not only for communicative competence achievement and development of English language skills (listening, speaking, reading, and writing), but they also enable the construction of 21st century skills: communication, collaboration, critical thinking, and creativity. The aim of this article is to support the CLT classroom activities as proposed by Richards to be adapted for slow learners in acquiring 21st century skills and to show the effectiveness of CLT in developing 21st century skills. Therefore, this article reviews 21st century skills, characteristics of slow learners, and the directions of CLT in developing slow learners’ 21st century skills.
