A theoretical review of the role of teacher professional development in EFL students’ learning achievement

Zeng, Jing

doi:10.1016/j.heliyon.2023.e15806

Cited by 4 publications

(3 citation statements)

References 72 publications

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“…theory. This approach seeks the revision of the existing concept or the proposal of a novel concept [19,35].…”

Section: Conflict Gapmentioning

confidence: 99%

Bridging, Mapping, and Addressing Research Gaps in Health Sciences: The Naqvi-Gabr Research Gap Framework

Naqvi,

Gabr,

Arora

et al. 2024

Cureus

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Innovations pertaining to the ever-evolving needs of the medical and healthcare sciences remain constant. This creates a gap between the rationalized needs of the study and the proposed research question. However, classifying, identifying, and addressing these research gaps require a systematic and precise structured map. Using the Medical Subject Heading (MeSH) terms "Research Gaps" AND "Healthcare" AND "Framework" in MEDLINE, Scopus, and CINAHL databases with the filters yielded no relevant literature. Therefore, this review aims to fill this practical and clinical knowledge gap by developing the Naqvi-Gabr Research Gap Framework through critical synthesis based on extensive research on medical and healthcare research gaps. Fourteen research gaps are distributed for allocation as per the healthcare delivery system approach: developing new treatments or prevention strategies, improving diagnostic tools and techniques, addressing health disparities, and improving access to healthcare services. This structured framework determines the strategic mapping of research gaps corresponding to the nature of the research. The identification and classification of the appropriate research gap led to precise and concise conclusions corresponding to the research process proposed in this study. Hence, the Naqvi-Gabr Research Gap Framework is a valuable tool for determining the potential application of gaps by researchers, policymakers, and other stakeholders with a productive address.

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“…theory. This approach seeks the revision of the existing concept or the proposal of a novel concept [19,35].…”

Section: Conflict Gapmentioning

confidence: 99%

Bridging, Mapping, and Addressing Research Gaps in Health Sciences: The Naqvi-Gabr Research Gap Framework

Naqvi,

Gabr,

Arora

et al. 2024

Cureus

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“…Enhancing the competencies of TL, particularly in literacy and TPK, can be achieved through training and addressing teachers' specific needs. Professional development for educators should focus on selfdirected learning and the development of specific skills needed to improve the quality of students' learning experiences (Helate et al, 2022;Karkouti et al, 2022;Zeng, 2023). Additionally, the formation of a learning community is recommended for fostering professional development among teachers (Wang and Zhang, 2023).…”

Section: Strengthening the Competence Of Tl For The Implementation Of...mentioning

confidence: 99%

Mentor, Observe, Support, Take Action (MOST): a model for continuing professional development of teacher leaders

Suryawati,

Syafrinal,

Harfal

et al. 2024

Front. Educ.

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This study aims to identify literacy competencies, self-efficacy, and Technological Pedagogical Knowledge (TPK) among teacher leaders (TL) as the foundation for developing a model of sustained professional development. The survey involved 153 respondents, TL at the junior high school level in Riau and Riau Islands. Instruments were used to measure literacy skills (environmental, numerical, digital) and TPK employed multiple-choice tests. The questions underwent item analysis, piloted with 30 respondents. A questionnaire measured self-efficacy, the role of TL, and the implementation of the Emancipated Curriculum. Descriptive data analysis determined demographic characteristics and the average competence of TL. Inferential analysis to identify relationships between variables used Structural Equation Modeling (SEM) with Lisrel 8.80 software. Research results reveal that the competence level of TL (literacy, TPK, and self-efficacy) ranges from moderate (60.60) to high (91.20). Based on SEM analysis, the developed model meets the criteria as a well-fitting model. Validation results show that all loading factors are > 0.5, t statistics > 1.96. This study recommends the development of a TL Professional Development model with the acronym MOST (mentor, observe, support, take action) as stages for their professional development to fulfill the mission of moving, acting, and driving the implementation of the Emancipated Curriculum in Indonesia.

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“…Opportunities given to students may result in their ability to achieve a high level of understanding of the content being taught to them. According to Zeng (2023), if classroom instruction does not involve active processes, students are predicted to be unable to develop their capacity to reason, think critically and solve issues in effective ways. When they participate in classroom instruction, students may become more motivated to understand the content being studied.…”

Section: Introductionmentioning

confidence: 99%

Gender differences in college students’ achievement in teaching English as a foreign language using inquiry-based learning

Laoli,

Waruwu,

Ndraha

et al. 2023

JEELR

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Gender becomes one of the essential factors that are always considered in the various relationships among variables in the educational field. The purpose of this study is to examine the involvement of gender differences in the enhancement of college students’ English achievement using inquiry-based learning. A quasi-experimental two-way factorial design among groups was applied to carry out this study. 300 Indonesian EFL (English for Foreign Language) college students were randomly allocated to one of two groups. The experimental group (N = 150) consisted of 85 females and 65 males who were given inquiry-based learning. Meanwhile, the control group (N = 150) contained 75 males and 75 females who were given direct learning. An achievement English test containing 50 multiple choice problems was administered to them before and after their involvement. The data was analyzed using some tests such as the independent sample t-test, paired sample t-test and factorial between two groups ANCOVA (Analysis of Covariance) and SPSS v.29 was used to promote these analyses. The results of this recent study showed that the intervention of inquiry-based learning has a significant and positive effect on enhancing college students’ EFL achievement. Moreover, there is significant evidence that gender differences are involved in the enhancement of college students’ English achievement in inquiry-based learning. There is a statistically significant relationship between gender and inquiry-based learning. This study implies that inquiry-based learning can be applied to enhance students’ achievement in Indonesian EFL colleges.

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A theoretical review of the role of teacher professional development in EFL students’ learning achievement

Cited by 4 publications

References 72 publications

Bridging, Mapping, and Addressing Research Gaps in Health Sciences: The Naqvi-Gabr Research Gap Framework

Bridging, Mapping, and Addressing Research Gaps in Health Sciences: The Naqvi-Gabr Research Gap Framework

Mentor, Observe, Support, Take Action (MOST): a model for continuing professional development of teacher leaders

Gender differences in college students’ achievement in teaching English as a foreign language using inquiry-based learning

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