VietTESOL International Convention, VietTESOL International Convention 2018

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EFL Teachers’ Perceptions of Course-level Blended Professional Development
Huong Thi lan Nguyen, Giang Thi Trang

Building: A12
Room: Room 201
Date: 2018-10-12 10:00 AM – 10:30 AM
Last modified: 2018-09-19


Thanks to technology development in education, teacher training institutions or teacher trainers have applied technology-enhance elements into their teacher professional development. This application is mainly in a blended mode, i.e. the combination of face-to-face and online learning (Graham, 2013; Grosz & Graham, 2012; Staker & Horn, 2012), with the belief that this approach can help utilize the advances of the available technologies while maintaining human interactions of face-to-face learning (Kaplanis, 2013; Caffrey, 2014). The question of how teachers as learners perceive this approach should be one of the critical considerations of blended professional development implementation. This report presents Vietnamese EFL teachers’ perceptions on this approach through their experience in a professional development course on technology in language teaching designed and delivered in a blended mode. Data were collected from teachers’ reflections, checklists, course grades as well as a survey questionnaire, and analyzed both qualitatively and quantitatively. The results of this study on teacher’s satisfaction, convenience, engagement, and learning improvement are hoped to suggest factors for ensuring the quality of blended professional development courses in the similar contexts.


blended learning; perception; professional development; blended course