Abstract: The educational needs of the modern society in the 21st century has been transformational, more so with the post-pandemic period. Second language acquisition theory cites that language is a continuous practice of acquiring details, consuming the information and producing it in a meaningful way. Language acquisition is obtained through subjection to contexts, understanding discourse, and then using language in natural communicative contexts. Despite the revolutionary transformation in academics, the attitude of inquiry, critical thinking, creativity and self-motivated learning serves as foundational blocks for any learning environment. Language plays a crucial role in coping and mediating between the self (as a learner) and the other (the change). Using second language acquisition theory, the study seeks to find out among the undergraduate university students, how they acquire the three types of skills as envisaged by the P21 model (partnership for 21st century skills). The primary aim of this study is to understand the effectiveness of digital language teaching and learning in developing 21st century skills among undergraduate students and teachers in Delhi NCR and to identify the most suitable theoretical framework that aligns with the P21 model. The study uses a mixed methodology involving questionnaires among participants from the institutions across Delhi NCR which is a hub for prestigious institutions in India. Through this research, the study seeks to find out the best suitable theory among the three (second language acquisition theory, socio-cultural theory and constructivism theory), that suits the P21 model.
Hoimawati Talukdar (Fri,) studied this question.