Towards the Sustainability of English Language Teachers Professionalism Professional Development Programs: Extrinsic and Intrinsic Satisfactions.

With a great emphasis on understanding teacher satisfaction in designing and improving professional development programs (PDPs), this study investigated the intrinsic and extrinsic aspects of satisfaction among Malaysian English as a Second Language (ESL) primary school teachers after finishing their first-degree program. A mixed-methods design was employed by using both quantitative methods (by administering survey research) and qualitative methods (through the use of items of the semi-structured questionnaire). The survey questionnaire was adapted from OECD Teaching and Learning International Survey (TALIS) questionnaire to measure the level of intrinsic and extrinsic teacher satisfaction among the samples.

A Phenomenological Study of Educators' Experience After a Year of the COVID-19 Pandemic.

This phenomenological study investigated educators' lived experiences of teaching online in higher institutions in Malaysia. Data, which was generated through semi-structured interviews with 20 lecturers from three universities in the country, was analysed based on the thematic analysis approach guided by the Technological, Pedagogical, and Content Knowledge (TPACK)-self-efficacy framework. The findings revealed that after a year of teaching online, the potential of technology has been acknowledged by the educators after some trials and constraints were addressed.

The use of YouTube in developing the speaking skills of Jordanian EFL university students.

This study examines the effectiveness of using YouTube videos in teaching the speaking skills among English as a Foreign Language (EFL) students in Jordan. The study sample comprised 80 students attending Oral Skills classes in the English Language and Literature Department at a private university in Jordan. The participants were equally divided into a control group and an experimental group of 40 students each.