Abstract
<p>When it is an undeniable reality that learning is at the centre of teaching profession, we assume that the continuing professional development would be a priority for all teachers. EFL teachers like the teachers of other subjects update their skills and knowledge base in order to keep abreast of the new developments and challenges in the field of English language teaching. The present study seeks to explore how EFL teachers in an English language institute at a Saudi Arabian university perceive the effectiveness of Continuing Professional Development in their context as well as the ways in which different modes of CPD can promote and enhance the teachers' learning. This study was conducted at an English language institute of a Saudi university. The study adopted a quantitative approach using online questionnaire. The quantitative data was collected from 50 EFL teachers who were qualified and experienced in the field of TESOL. The findings from the study showed that the teachers viewed external CPD such as courses, seminars, workshops and conferences, and self-directed endeavors like informal discussions, reading professional literature, and self-reflection more beneficial to their development than the internal CPD like classroom observations and other in-house training sessions. This paper concludes that the institution should improve its internal professional development scheme by expanding the professional development unit's role, enhancing the quality of its mentoring program, and establishing communities of practice wherein teachers engage in highly professional practices.</p>
Highlights
EFL teaching has undergone significant changes worldwide in order to meet the emerging needs of EFL students in coping with their educational and social demands
As context-specific professional development activities are deemed vital to the effectiveness of EFL teaching and learning, this study aims to explore the effectiveness of Continuing Professional Development (CPD) courses offered to EFL teachers in a Saudi university
EFL teachers in Saudi Arabia are engaged in professional development programs which have measurable impacts on their classroom performances as well as their learners' achievement
Summary
EFL teaching has undergone significant changes worldwide in order to meet the emerging needs of EFL students in coping with their educational and social demands. There has been an increased emphasis on the development of EFL teachers to adapt their strategies and beliefs to keep at par with the ever-changing nature of a dynamic classroom. For effective language teaching and learning, Continuing Professional Development (CPD) is a dynamic concept which outlines that teachers must change their teaching-learning practices to introduce a widespread change influencing learners' performance. CPD enables the EFL teachers to have different perspectives and gain insight into understanding their own performances as well as the positive and negative impact instructions might have on the students. CPD offers teachers an opportunity to reflect on their own practices and make their teaching student-centered to achieve maximum learning outcomes
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