An Investigation into EFL Teachers’ Knowledge Sharing on Google Meet and Self-efficacy: The Mediating Role of Professional Development

Document Type : Original Article

Authors

1 Department of ELT, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran

2 Department of Knowledge and Information Science, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran

3 Department of ELT, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.

Abstract

Given the complex and multi-faceted nature of teaching and learning English in general and in English as a Foreign Language (EFL) contexts in particular and the ever-increasing integration of technology into second language curricula, it is incumbent upon EFL teachers to reflect on their teaching processes to incorporate new technological software and applications into their classrooms. In addition, a dearth of empirical and conceptual studies can be found in the literature on knowledge sharing and its relationship with teachers’ professional development and self-efficacy. Accordingly, the study investigated a structural model of EFL teachers’ knowledge sharing, professional development, and self-efficacy. About 83 EFL teachers in ten language schools were selected based on convenience sampling as the study's participants. Three questionnaires were used to collect the quantitative data, which were analyzed through descriptive statistics, Pearson's correlation coefficient test, multiple regression, and path analysis. The findings revealed a significant relationship between EFL teachers’ knowledge sharing on Google Meet and their professional development. A significant relationship was found between EFL teachers’ professional development and their self-efficacy. It was also confirmed that EFL teachers’ professional development mediates the relationship between knowledge sharing and their self-efficacy. The effectiveness of training teachers to use online technology is discussed.

Keywords

Main Subjects

References

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Technology Assisted Language Education
Volume 2, Issue 2
June 2024
Pages 53-79

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