ELT Online Teachers’ Professional Development During the Covid-19 Pandemic Outbreak
Perceptions, Implications and Adaptations
Bibliographic Data
| ID | 21806244 |
|---|---|
| Authors | Abdullah Al-Bargi (King Abdulaziz University, corresponding author) |
| Year | 2021 |
| Volume | 11 |
| Issue | 10 |
| Pages | 1161-1170 |
| Publication date | 2021-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Theory and Practice in Language Studies (JOURNAL) |
| Journal identifiers | ISSN: 1799-2591 • E-ISSN: 2053-0692 |
| Publisher | Academy Publication (PUBLISHER • GB) |
| DOI | 10.17507/tpls.1110.03 |
| OpenAlex | W3201958305 |
| Language | EN |
| Citations received | 5 |
| References cited | 7 |
As lockdown restrictions were implemented in most countries around the world with the subsequent transition to full-mode online teaching and learning, English language teachers (ELTs) in particular, had to adapt and adopt new teaching strategies. These unexpected changes to the medium or mode of teaching necessitated the provision of efficacious and coherent professional development (PD) training in order to smoothly navigate the transition from full-time (or semi full-time) onsite teaching and learning to full-mode online teaching. This research study, based on sequential explanatory mixed-methods research design, is aimed at exploring the availability and provision of ELT PD opportunities at English Language Institutes (ELIs)/English Language Centers (ELCs), at five major universities in Saudi Arabia and the perception of the ELT teachers on its coherence and adequacy. A total of 307 English as a Foreign Language (EFL) male and female teachers participated in a custom designed 20-item questionnaire on a 5-point Likert scale, as well as ten EFL teachers (6 female and 4 male) taking part in 40-minute semi-structured interviews, to explore their perception and opinions of online PD opportunities. Analysis of results of the gathered data indicated that the majority of the teachers felt that there were adequate online PD opportunities while the structures of these opportunities sufficiently addressed most of their needs. However, some teachers voiced concerns regarding the correlation between contextual, full-mode online teaching and the online PD sessions provided. Implications and recommendations for stake holders as well as for future research are given at the end of this study
Business · Computer-assisted web interviewing · English as a foreign language · Likert scale · Mathematics education · Medical education · Multimedia · Online learning · Pandemic · Pedagogy · Perception · Professional development · Computer Science · Digital literacy in education · Education and Communication Studies · Medicine · Psychology · Technology-Enhanced Education Studies
Role of Learning-Related Emotions, Emotion Regulation and Technology Acceptance in Learner Engagement With Online Professional Development
Artificial Intelligence and teachers' sustainability
Teaching English Online in the Times of Covid-19 at a Saudi University
Translanguaging pedagogy on the digital stage
Visualizing Research Trends in English Language Teaching (ELT) From 2013 to 2022
Mixed Methods Research
Examining a Decade of Research in Online Teacher Professional Development
Enabling the Exploration of Disorienting Dilemma in the Classroom
Teachers’ perceptions of an online professional development experience
The impact of in-service teacher education on language teachers’ beliefs
Tesol Methods
Teacher professional development and online instruction
| Citations per year | 1.67 |
|---|---|
| Citation span | 2023 - 2024 (2) |
| Highly cited | No |