Encouraging 6Cs Meaningful EFL Learning as a Critical Employability Capacity: Balinese Zillennial Generation Standpoints

Abstract

In the postpandemic era, English proficiency is increasingly recognised as a critical employability skill, particularly as global opportunities to study and work abroad continue to expand. Despite the growing importance of English in the job market, limited research has examined how 21st-century competencies, especially the 6Cs framework, contribute to employability among the Balinese Zillennial Generation. This study seeks to address this gap by exploring the role of English as a Foreign Language (EFL) learning in fostering meaningful competencies for employability. Moreover, the study utilized a descriptive qualitative study with semi-structured and in-depth interviews. The participants of the study were, purposively, the Zillennial Generation in Bali, which was selected based on the targeted criteria, including academic background and employment readiness related to EFL learning. Data were analyzed thematically to capture insights into how 6Cs competencies are perceived and applied in relation to employability. Findings confirm that most of the Balinese Zillennial Generation are still showing low critical thinking skills; they could follow the instructions but, did not always explore new ideas. Furthermore, most of the Balinese Zillennial generation are still individualistic-orientated rather than exploring collaboration skills in a team, and they have difficulty sustaining teamwork commitment. EFL lecturers play a crucial role in fostering and integrating the 6Cs, which are essential for both meaningful EFL learning and enhancing the employability of Balinese Zillennials. The global workfield needs the employees who are not only fluent in English but also comply with the 6Cs competencies.