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All Journal JALL (Journal of Applied Linguistics and Literacy) JOLLT Journal of Languages and Language Teaching
Mitiku Garedew Tessema
Addis Ababa University
Languange, Linguistic, Communication & Media

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Investigating Efl Teachers’ Beliefs in the Use of Information Communication Technologies for Self-Initiated Professional Development Mitiku Garedew Tessema; Girma Gezahegn Belihu
JALL (Journal of Applied Linguistics and Literacy) Vol 7, No 1 (2023)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v7i1.9221

Abstract

Although teachers in Ethiopia are given pre-service training to upgrade their pedagogical knowledge and teaching proficiency, they may not be fully prepared for all the challenges they will face throughout their careers. This is particularly true in the current situation that requires teachers to be able to meet the changing needs of the current learners that use technology. The federal ministry of education has been making efforts to provide teachers at all levels concerning information communication technologies (ICTs) utilization in their educational activities.  In addition to the government–initiated training packages, teachers are expected to familiarize themselves with ICTs through their own self-initiated efforts. The purpose of this study was to investigate the use of ICTs in University EFL teachers’ Self-initiated professional development. The study participants were 35 EFL university teachers from Addis Ababa Science and Technology University. They were selected using total population sampling. Concurrent mixed methods were employed in the study. The data were collected using a questionnaire and semi-structured interviews. The data were then analyzed separately and finally mixed during the discussion of the data. The findings of the study indicated that teachers' beliefs about the use of ICTs in self-initiated professional development were positive.
Investigating University EFL Teachers’ Perception, Practice, and Challenges in Self-Initiated Professional Development Mitiku Garedew Tessema; Girma Gezahegn Belihu
Journal of Languages and Language Teaching Vol 11, No 3 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7234

Abstract

The topic of self-initiated professional development has garnered increasing attention among English as a Foreign Language (EFL) teachers who are motivated to identify and address gaps in their professional development. This study aimed to investigate the perceptions, practices, and challenges of EFL teachers at Addis Ababa Science and Technology University with regard to self-initiated professional development. The participants consisted of 35 EFL instructors with 12 holding PhD degrees and the remaining 23 holding MA degrees at Addis Ababa Science and Technology University. The study adopted a concurrent mixed methods research design, utilizing both a questionnaire and semi-structured interviews for data collection. The study employed a total population sampling method and conducted semi-structured interviews with four randomly selected EFL teachers. Data analysis was performed separately for the questionnaire and interview data, followed by a mixed analysis to triangulate and corroborate the results. The findings revealed that the majority of the EFL teachers had a positive perception of self-initiated professional development, which was reflected in their practice of self-monitoring and analyzing critical incidents. However, the teachers did not engage in practices such as keeping a teaching journal, conducting action research, reflecting on their teaching, or developing a teaching portfolio. The challenges to self-initiated professional development were identified as lack of commitment, collaboration among colleagues, communication, and institutional support. This study highlights the potential of self-initiated professional development as an alternative means of addressing professional development needs among EFL teachers.
Co-Authors Girma Gezahegn Belihu