Journal of Education & Social Policy

ISSN 2375-0782 (Print) 2375-0790 (Online)

EFL University Teachers’ Professional Development through a Research-Oriented Training Program
Fatima Mahmoud Basaffar & Meshail Mohammed Almasri

Abstract
University teachers need to develop themselves academically and professionally, as they have to be always aware of the updated teaching methods. Moreover, universities play a great role in creating the suitable environment to encourage teachers. This quantitative and qualitative study examines the influence of attending a researchoriented program prepared by the Research Unit at the English Language Institute. A total of forty female English language teachers teaching students in the preparatory year participated in this training program. Interested participants who applied to join were given an eight-week training program. The materials were uploaded online weekly; followed by an online participation in a discussion board. The program also included weekly face-to-face meetings in addition to a number of workshops. The study data was collected using a questionnaire that includes multiple-choice and open-ended questions in order to identify the opinions of teachers about the training program. According to the research results, the teachers who attended the program had learned about how to conduct a research. They stated the importance of such a program in developing their skills as researchers as well as their teaching skills.

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