From Anxious to Assured: A Professional Development Program Unraveling the Transformative Power of Technology Integration for Pre-Service and In-Service EFL Teachers

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Sabourianzadeh Nasser; Ahmadi Masoume

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Journal Paper

Paper Information

Journal: APPLIED RESEARCH ON ENGLISH LANGUAGE Year:2023 | Volume:12 | Issue:4 Page(s): 41-70

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Information Journal Paper

Title

From Anxious to Assured: A Professional Development Program Unraveling the Transformative Power of Technology Integration for Pre-Service and In-Service EFL Teachers

Author(s)

Sabourianzadeh Nasser | Ahmadi Masoume | Issue Writer Certificate

Keywords

Pre-service EFL teacherQ4

In-service EFL teacherQ4

anxietyQ4

technology integrationQ4

Teacher Anxiety Scale (TAS)Q4

Abstract

technology integration has become increasingly significant in educational contexts, offering promising opportunities for the professional development of teachers, including EFL teachers. This study explored the transformative potential of integrating technology in the professional development of pre-service and In-service EFL teachers in schools, institutes, and universities. The research objective was to examine the impact of technology integration on teachers' anxiety levels and pedagogical practices. Forty-six pre- and in-service teachers (n=23 per group) participated in a comprehensive 10-session professional development program. The procedure included pre-testing the participants for anxiety levels, conducting the program (twice a week; from January to February, 2023), and administering post-tests after a one-semester interval (May, 2023) to assess changes in the teachers’ anxiety levels and pedagogical practices. The quantitative and qualitative findings revealed the compelling benefits of technology integration for the pre-service teachers, as they reported lower anxiety levels and a significant boost in confidence when selecting and utilizing appropriate technological tools, designing engaging digital activities, and effectively managing technology-related challenges. Conversely, the in-service teachers experienced no significant reduction in anxiety. Moreover, they reported fewer advantages from technology integration and tended to adhere to traditional teaching methods, predominantly due to the challenges of altering established instructional strategies. The findings underscore the critical role of prioritizing professional development for in-service teachers, considering their pivotal role in shaping the future landscape of education. Dedicated efforts should be aimed at supporting teachers to integrate technology effectively, foster better teaching practices, and facilitate optimal learning outcomes for EFL students.

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