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جستارهای زبانی، جلد ۱۴، شماره ۵، صفحات ۲۴۵-۲۸۳
عنوان فارسی Understanding the Effect of Professional Learning Community on EFL Teachers’ Intercultural Teaching Competence
چکیده فارسی مقاله Professional learning community (PLC) has been a generally recognized model for promoting teacher development, including EFL teachers’ writing assessment literacy, intercultural teaching competence, digital literacy, and so on. However, research on whether the changes in beliefs of teachers engaging in a PLC affects their teaching competence is relatively scant. To fill this gap, the present study investigated the extent to which a PLC with intercultural components changed EFL teachers’ beliefs in intercultural teaching, which in turn affected their intercultural teaching competence. In doing so, adopting an exploratory sequential method, qualitative data from teachers and a questionnaire from students were collected and analyzed through NVIVO 12 and SPSS 26.0. The data analyses revealed significant changes in the EFL teachers’ knowledge construction, motivation inspired by peer interaction, and reflection on intercultural learning and teaching practices. These changes led to the transformations in their beliefs and practices concerning intercultural instruction, although individual orientations were observed in their pedagogical approaches. Furthermore, the study’s findings were supported by evidence of corresponding changes in students’ learning outcomes in the development of intercultural competence. The study highlights the significance of PLCs in enhancing EFL teachers’ intercultural teaching competence and their professional development.
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عنوان انگلیسی Understanding the Effect of Professional Learning Community on EFL Teachers’ Intercultural Teaching Competence
چکیده انگلیسی مقاله Professional learning community (PLC) has been a generally recognized model for promoting teacher development, including EFL teachers’ writing assessment literacy, intercultural teaching competence, digital literacy, and so on. However, research on whether the changes in beliefs of teachers engaging in a PLC affects their teaching competence is relatively scant. To fill this gap, the present study investigated the extent to which a PLC with intercultural components changed EFL teachers’ beliefs in intercultural teaching, which in turn affected their intercultural teaching competence. In doing so, adopting an exploratory sequential method, qualitative data from teachers and a questionnaire from students were collected and analyzed through NVIVO 12 and SPSS 26.0. The data analyses revealed significant changes in the EFL teachers’ knowledge construction, motivation inspired by peer interaction, and reflection on intercultural learning and teaching practices. These changes led to the transformations in their beliefs and practices concerning intercultural instruction, although individual orientations were observed in their pedagogical approaches. Furthermore, the study’s findings were supported by evidence of corresponding changes in students’ learning outcomes in the development of intercultural competence. The study highlights the significance of PLCs in enhancing EFL teachers’ intercultural teaching competence and their professional development.
کلیدواژه‌های انگلیسی مقاله professional learning community,teacher development,intercultural teaching competence,EFL teachers,exploratory sequential design,intercultural teaching
نویسندگان مقاله Saengchan Hemchua |
School of Liberal Arts, Metharath University, Bang Toey, Thailand

Saengchan Hemchua |
School of Liberal Arts, Metharath University, Bang Toey, Thailand

نشانی اینترنتی https://lrr.modares.ac.ir/article_7397_368ea597e1e2c9a32039d7517b1b14c2.pdf
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