This study investigated how Vietnamese EFL teachers learned from a professional development training course and what knowledge they gained. Using a mixed-methods design, data were collected from 37 teachers through a questionnaire and from four teachers via semi-structured interviews. Based on Garet et al.'s (2001) four dimensions of active learning: (1) observing and being observed, (2) planning classroom implementation, (3) reviewing students' work, and (4) presenting, leading, and writing, the findings indicated moderate learning across all domains. Teachers reported improved ability to apply Communicative, Task-Based, and Project-Based approaches, supported by peer collaboration, expert feedback, and reflective activities. The results highlight that professional development is most effective when it promotes active, context-sensitive, and collaborative learning. The study provides insights for designing sustainable EFL teacher training programs aligned with Vietnam's current educational reforms.
Social-emotional learning (SEL) has received growing attention, but little is known about how it is understood and enacted in EFL teacher education in Vietnam. This qualitative study examined how five EFL teacher educators at a Vietnamese pedagogical university perceived and enacted SEL. Data from semi-structured inter...
Thi Yen Tran, Thi Mai Huong Nguyen· International Journal of TES...· 0 citations
This study evaluated the impact of professional development programs on the instructional performance of teachers instructing in Arabic within private schools in Sharjah.
Adopting a mixed-methods sequential explanatory design, the research utilized a survey of 280 teachers and in-depth interviews with 14 par...
Ibrahem Alamoush, Hashem Al-Zyoud, Mona El Samaty et al.· Frontiers in Education· 0 citations
The increasing reliance on non-specialist English teachers in various educational settings has raised concerns regarding instructional quality and classroom effectiveness. Professional development (PD) has been widely recognized as a key mechanism for supporting teachers who teach outside their field of expertise. This...
Shahrunif Binti Edi, Muhammad Hasbi, Riola Haya Nur· International Journal of Lan...· 0 citations
Teacher Professional Development (TPD) programs have an important role in strengthening teacher competence and enhancing education quality. However, in Indonesia, English language teachers continue to face challenges that can impede their professional development as teachers. This study aims to investigate EFL teachers...
Debora Tri Ragawanti, Dian T. Sumakul, Yustinus Calvin Gai Mali et al.· Celt: A Journal of Culture,...· 0 citations
The problem discussed in this study arises from the poor oral performance of junior high school students in learning the English language. Students often lack self-confidence, possess narrow vocabularies, and encounter limited opportunities for meaningful communicative practice. Project-Based Learning (PjBL) is recogni...
Nazwa Fatima Azzahra, S. Muljanto, Y. Fajriah· LEARNING Jurnal Inovasi Pene...· 0 citations
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