THE IMPACT OF ONLINE EDUCATION ON ENGLISH AS A FOREIGN LANGUAGE (EFL) TEACHERS’ PROFESSIONAL DEVELOPMENT IN GEORGIA
DOI:
https://doi.org/10.52340/jo.2023.01.06.07Keywords:
Online Education, Professional Development, EFL TeachersAbstract
The article aims to assess the impact of online education on English as a foreign language (EFL) teachers’ professional development in Georgia. 50 teachers from educational institutions including schools and universities located in three Georgian cities – Tbilisi, Kutaisi, and Batumi participated in the quantitative research. A 5-point Likert scale questionnaire was used to answer the following research questions: 1. To what extent do EFL teachers in Georgia agree that online education has positively impacted their professional development? 2. In what ways has online education influenced EFL teachers’ professional development in Georgia?
3. What are the perceptions of EFL teachers in Georgia regarding the effectiveness of online professional development opportunities compared to traditional one? 4. To what extent are EFL teachers in Georgia satisfied with the level of support and resources provided for online professional development? The results showed that the teachers positively evaluated the impact of online education on their professional development and the importance of online professional education, however, they are not satisfied with the level of support and resources provided to EFL teachers in Georgia for online professional development. The article might be interesting for researchers working on the topic.
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Copyright (c) 2023 Shorena Gogiashvili, Teona Khachidze
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