Enhancing English Language Teaching: An Examination of Technology and Professional Development for EFL Teachers in Arab Countries

Abstract

Technology integration and professional development are crucial for enhancing English as a Foreign Language (EFL) teaching quality and outcomes. This study utilized a mixed-method technique to investigate the perceptions on technologies and development strategies among a randomly-selected sample of 33 EFL teachers from different colleges in various Arab countries. A questionnaire (N=33) and 14 interviews provided descriptive data on tools like blended learning and videoconferencing, collaborative/self-directed development approaches, and perceived impacts on teaching and learning. Interviews offered deeper insights. Teachers expressed confidence in technology use and agreed on benefits, aligning with literature. However, gaps remained in supporting adoption through adequate training, online development opportunities, and realization of impacts. Key challenges were resources, customized assistance, addressing evolving needs, and motivation. Quantitative results evidenced greater effectiveness of technology-focused versus general professional development. Qualitative findings explicated patterns. Overall, despite positive perceptions, comprehensive, sustained, multidimensional support tailored to dynamic contexts appears vital for maximizing technology integration benefits to advance English teaching in Arab countries. This emphasizes the relationship between technology and professional development for Arab EFL educators.