International Association of Educators   |  ISSN: 1308-9501

Original article | International Journal of Educational Researchers 2019, Vol. 10(1) 1-14

The Needs on Professional Development of English Language Faculty Members at Saudi University

Abduljalil Hazaea

pp. 1 - 14   |  Manu. Number: MANU-1901-19-0001

Published online: March 15, 2019  |   Number of Views: 182  |  Number of Download: 710


Well-designed, Professional Development (PD) planning has become a dire need for effective English Language Teaching (ELT) and learning at higher education. English as Foreign Language (EFL) faculty members at Preparatory Year of Najran University have to improve themselves to meet individual and institutional PD needs. A conceptual framework was developed for Continuing Academic Professional Development (CAPD). This paper aims to explore the needs of these faculty members on CAPD, and to identify the effective ways to implement such needs. The data was collected from the faculty members through a google form close and open questionnaire. While the close items were analyzed through SPSS 20, the open questions were analyzed through thematic analysis. The analysis reveals that the highest need is related to teaching and learning activities (M=3.90). Such need can be best implemented through workshops, short courses, webinars and emails.  Research activities are also in high need (M=3.85) that can be implemented through research groups. Activities on university and community service were the lowest need (M=3.66) that can be implemented through outdoor cultural activities and exhibitions. The study recommends implementing such needs based on the priority of needs.

Keywords: Professional Development; ELT; need analysis; higher education

How to Cite this Article?

APA 6th edition
Hazaea, A. (2019). The Needs on Professional Development of English Language Faculty Members at Saudi University . International Journal of Educational Researchers, 10(1), 1-14.

Hazaea, A. (2019). The Needs on Professional Development of English Language Faculty Members at Saudi University . International Journal of Educational Researchers, 10(1), pp. 1-14.

Chicago 16th edition
Hazaea, Abduljalil (2019). "The Needs on Professional Development of English Language Faculty Members at Saudi University ". International Journal of Educational Researchers 10 (1):1-14.

  1. Ahmed, E., Nordin, Z. S., Shah, S. R., & Channa, M. A. (2018). Peer Observation: A Professional Learning Tool for English Language Teachers in an EFL Institute. World Journal of Education, 8(2), 73.  [Google Scholar]
  2. AL-Qahtani, H. M. (2015). Teachers’ voice: A needs analysis of teachers’ needs for professional development with the emergence of the current English textbooks. English Language Teaching, 8(8), 128.  [Google Scholar]
  3. Al-Seghayer, K. S. (2014). The actuality, inefficiency, and needs of EFL teacher-preparation programs in Saudi Arabia. International Journal of Applied Linguistics and English Literature, 3(1), 143-151.  [Google Scholar]
  4. Al Mohsen, M. A. (2014). The academic profession among faculty at Saudi universities. European Scientific Journal, ESJ, 9(10), 227-240.  [Google Scholar]
  5. Alaqeeli, A. (2014). The preparatory year: Global perspectives and local practices. The Saudi Journal of Higher Education, 11(1), 45-64.  [Google Scholar]
  6. Alghamdi, D. J. (2017). EFL Teaching in University Classrooms in Saudi Arabia: A Case Study of Instructors and Curriculum and Implementation for Language Learning. (Ph.D.), University of Toronto Toronto  [Google Scholar]
  7. Alshehry, A. (2018). Case Study of Science Teachers' Professional Development in Saudi Arabia: Challenges and Improvements. International Education Studies, 11(3), 70-76.  [Google Scholar]
  8. Altbach, P. G. (2008). The complex roles of universities in the period of globalization HIGHER EDUCATION IN THE WORLD (Vol. 3, pp. 1-14). [Google Scholar]
  9. Anderson, N. J. (2018). The Five Ps of Effective Professional Development for Language Teachers. MEXTESOL Journal, 42(2), 1-9.  [Google Scholar]
  10. Assalahi, H., & Rich, S. (2016). Reconceptualising the Professional Development of Academic Staff in Saudi Higher Education: A Critical Review of the Literature. Paper presented at the Proceedings of the Eighth Saudi Students Conference in the UK. [Google Scholar]
  11. Bal-Gezegin, B., & Solak, E. (2016). Professional Development in English Language Teaching In İ. YAMAN, E. EKMEKÇİ & M. ŞENEL (Eds.), Current Trends in ELT (pp. 240-256). Ankara: Nüans Publishing. [Google Scholar]
  12. Davidson, G., Dunlop, F., Soriano, D. H., Kennedy, L., & Phillips, T. (2012). Going forward:  Continuing Professional  Development for English Language Teachers in the UK: British Council  [Google Scholar]
  13. Ekşi, G. (2010). An assessment of the professional development needs of English language instructors working at a state university. Unpublished thesis of the master of science. The Graduate School of Social Sciences, Middle East Technical University, Ankara.  [Google Scholar]
  14. Eksi, G., & Aydın, Y. C. (2013). English instructors’ professional development need areas and predictors of professional development needs. Procedia-Social and behavioral sciences, 70, 675-685.  [Google Scholar]
  15. Erişen, Y., Çeliköz, N., Kapıcıoğlu, M. K., Akyol, C., & Ataş, S. (2009). The needs for professional development of academic staff at vocational education faculties in turkey. Procedia-Social and behavioral sciences, 1(1), 1431-1436.  [Google Scholar]
  16. Ferman, T. (2002). Academic professional development practice: What lecturers find valuable. International Journal for Academic Development, 7(2), 146-158. doi: 10.1080/1360144032000071305 [Google Scholar] [Crossref] 
  17. Gómez Palacio, C., Álvarez Espinal, S. M., & Gómez Vargas, D. E. (2018). Adjunct instructors: Genesis of a continuing professional development program. Íkala: Revista de Lenguaje y Cultura, 23(3).  [Google Scholar]
  18. González M, A., Montoya A, C., & Sierra O, N. (2002). What do EFL Teachers Seek in Professional Development Programas? Voice from Teachers. Íkala, revista de lenguaje y cultura, 7(13).  [Google Scholar]
  19. Guskey, T. R. (2002). Professional development and teacher change. Teachers and teaching, 8(3), 381-391.  [Google Scholar]
  20. Halim, S., Wahid, R. A., & Halim, T. (2018). Classroom observation-a powerful tool for continuous professional development (cpd). INTERNATIONAL JOURNAL ON LANGUAGE, RESEARCH AND EDUCATION STUDIES, 2(2), 162-168.  [Google Scholar]
  21. Hismanoglu, M. (2010). Effective professional development strategies of English language teachers. Procedia-Social and behavioral sciences, 2(2), 990-995.  [Google Scholar]
  22. Hussain, M. S., Albasher, K. B., & Salam, A. (2016). An Evaluation of Preparatory Year Program at Qassim University, Saudi Arabia: Possible Innovations and Reforms in the Existing Administrative/Academic System in English Language Unit. Journal of American Academic Research, 4(4), 1-27.  [Google Scholar]
  23. Joshi, K. D., Gnawali, L., & Dixon, M. (2018). Experience of Professional Development Strategies: Context of Nepalese EFL Teachers. Pakistan Journal of Education, 35(2), 53-78.  [Google Scholar]
  24. Karabenick, S. A., & Noda, P. A. C. (2004). Professional development implications of teachers' beliefs and attitudes toward English language learners. Bilingual Research Journal, 28(1), 55-75.  [Google Scholar]
  25. Kennedy, A. (2005). Models of continuing professional development: A framework for analysis. Journal of in-service education, 31(2), 235-250.  [Google Scholar]
  26. Korkmaz, S., & Cesur, K. (2018). Community Service Practices: Prospective Teachers’ Views on Its Implementation Process and Outcomes. International Journal of Educational Researchers, 9(4), 9-19.  [Google Scholar]
  27. Lee, H.-J. (2005). Developing a Professional Development Program Model Based on Teachers' Needs. Professional educator, 27(1-2), 39-49.  [Google Scholar]
  28. Macalister, J. (2018). Professional Development and the Place of Journals in ELT. RELC Journal, 0033688218771385.  [Google Scholar]
  29. Moncada, A. G. (2009). Professional development of EFL teachers in Colombia: Between colonial and local practices. Íkala, 12(1), 309-332.  [Google Scholar]
  30. Mora, A., Trejo, P., & Roux, R. (2014). English language teachers' professional development and identities. Profile Issues in TeachersProfessional Development, 16(1), 49-62.  [Google Scholar]
  31. Piedrahita, A. M. S. (2009). Developing knowledge, skills and attitudes through a study group: A study on teachers’ professional development. Íkala, 12(1), 279-305.  [Google Scholar]
  32. Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge Cambridge University Press. [Google Scholar]
  33. Roy, C. K., Rahim, S., & Khojah, A. Y. (2018). Perceptions of EFL Teachers at King Abdulaziz University Regarding the Effectiveness of Cambridge University Press’s Train the Trainer Course. Arab World English Journal, 9(2), 92-107.  [Google Scholar]
  34. Scott, D. E., & Scott, S. (2009). Future trends in academic professional development. University of Calgary.  [Google Scholar]
  35. Siddiqui, Z. S. (2006). Professional development of academics. A needs assessment. Paper presented at the First International Conference on Assessing Quality in Higher Education, Lahore, Pakistan. [Google Scholar]
  36. ur Rahman, M. M., & Alhaisoni, E. (2013). Teaching English in Saudi Arabia: prospects and challenges. Academic Research International, 4(1), 112.  [Google Scholar]