Abstract
When English becomes the international language with the globalization of the world, it is not surprising that EFL teachers are pushed to the front of TEFL (Teaching English as a Foreign Language) because teacher quality is thought to be the factor that matters most for student learning. EFL teachers are expected to be more knowledgeable and competent. So their in-service professional development seems to be indispensable to help them reach higher professionalism. This study aimed at investigating the activities and effectiveness of the workshop that is an important element of the Multilayered Peer Coaching Model (the MPC Model) developed for tertiary EFL teachers’ in-service professional development. Twelve EFL teachers from Guiyang University in China participated in this study, and such instruments as observation, teachers’ log and interview were employed for data collection. The results showed that this workshop was effective and could smoothly lead the participants to the follow-up teaching practice which is another critical element of the MPC Model.
Highlights
The global spread of English has affected all the domains of human activity from language in education to international relationship (Kachru, 2011)
When English becomes the international language with the globalization of the world, it is not surprising that EFL teachers are pushed to the front of TEFL (Teaching English as a Foreign Language) because teacher quality is thought to be the factor that matters most for student learning
Fewer lectures and more practice made them feel less bored, and they could use what they learned immediately, which helped to keep them in mind; b) this workshop was more supportive by implementing the MPC Model
Summary
The global spread of English has affected all the domains of human activity from language in education to international relationship (Kachru, 2011). DarlingHammond (1998) once argued that teacher quality is the factor that matters most for student learning. EFL teachers are confronted with the challenge from their profession. New standards and regulations have been updated or issued for English language learning and teaching at the tertiary level, for example, the “Syllabus for English Majors of Colleges or Universities” (revised in 2001) and the new “College English Curriculum Requirement” (issued in 2006). For such higher professionalism, EFL teachers working at colleges or universities are greatly encouraged to have their in-service professional development
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