Revolutionizing English Language Curriculum Implementation: Elevating English Language Lessons through Teacher Development

Siti Noor Aneeis Hashim; Muhammad Noor Abdul Aziz; Saifo lrudin Khalid Mahzan; Nor Diana Mohd Idris; Siti Azura Bahadin; Nor Aida Sapuan; Noor Aida Md Noor

Author(s)

Siti Noor Aneeis Hashim School of Education, Universiti Utara Malaysia

Muhammad Noor Abdul Aziz School of Education, Universiti Utara Malaysia

Saifo lrudin Khalid Mahzan School of Education, Universiti Utara Malaysia

Nor Diana Mohd Idris Institute for Environment and Development (LESTARI), UniversitiKebangsaan Malaysia,Bangi, Selangor,Malaysia

Siti Azura Bahadin Universiti Utara Malaysia,SIntok, Kedah,Malaysia

Nor Aida Sapuan Fakulti Pendidikandan Sains Sosial,Universiti Selangor,Malaysia

Noor Aida Md Noor School of Management, Universiti Sains Malaysia,Pulau Pinang,Malaysia

Abstract

This research explores the impact of professional development on the integration of technology in teaching English language in five Trust Schools (TS)in northern states, Peninsular Malaysia. The study aims to evaluate the nature and quality of professional development programs, identify challenges faced by teachers, and measure the overall impact on teaching practices and student learning outcomes. A qualitative approach is utilized, interviews, classroom observations, reflective entry and focus group discussions with English teachers, school administrators, and students. The study seeks to answer two primary research questions: 1) what challenges do English language teachers face in integrating technology to implement English language curriculum? And 2) how does professional development influence English language teachers' digital literacy in elevating English language lessons?Initial findings suggest that while professional development programs exist, their effectiveness varies significantly based on factors such as frequency, content relevance, and support mechanisms. Teachers often face challenges including limited resources, lack of ongoing support, and varying levels of digital literacy. Despite these challenges, professional development has been found to enhance teachers' confidence and competence in using technology, leading to more innovative teaching practices and improved student engagement. The study concludes with recommendations for improving professional development programs, emphasizing the importance of continuous training, tailored support, and collaborative learning communities. These findings aim to inform policymakers and educational stakeholders on strategies to enhance technology integration in teaching English, ultimately contributing to better educational outcomes in Perlis.

Publication Details

Page(s) 123-141

DOI DOI not available

Published Journal: International Journal of Communication Networks and Information Security, Volume: 16, Issue: 3, Year: 2024

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Keywords

Technology integration, professional development, English Language Curriculum, Teacher Training and Educational Outcome

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