THE USE OF FACEBOOK GROUPS FOR CONTINUOUS PROFESSIONAL DEVELOPMENT: EFL TEACHERS' PERCEPTIONS AND EXPERIENCES

Thuy Vy Huynh Le, Huan Buu Nguyen

Abstract


The importance of Continuous Professional Development (CPD) for EFL teachers has grown significantly in recent years, particularly in technology-mediated learning where social media are used for informal and self-directed professional learning. This study was conducted to investigate EFL teachers' perceptions and experiences of using Facebook groups (FBGs) for CPD in the context of the Mekong Delta, Vietnam. A mixed-methods design was utilized, involving questionnaires for forty-two EFL teachers and semi-structured interviews with six teachers. Descriptive statistics were used to analyze the quantitative data, while theme analysis was used to analyze the qualitative data. These findings reported that Facebook groups were viewed as useful, flexible and supportive spaces for professional learning. Facebook groups were utilized by teachers to look for teaching materials, new teaching methods, educational videos, and to update their professional knowledge. However, participation was reported as primarily passive, with teachers mostly reading posts and searching for materials. Some challenges were identified, such as information overload, distractions and concerns for content reliability. The findings shed light on the concept of Facebook groups as informal CPD platforms. Pedagogical implications were suggested to facilitate EFL teachers' professional development in educational settings in Vietnam.

Keywords


continuous professional development, Facebook groups, English as a Foreign Language (EFL) teachers, informal learning, teacher professional development

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References


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DOI: http://dx.doi.org/10.46827/ejfl.v10i2.6878

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