EFL Teachers’ Perceptions on Professional Development for Language Proficiency Maintenance and Improvement

Utami Widiati, Him’mawan Adi Nugroho, Ani Susanti


This study aimed at investigating the phenomenon of EFL (English as a Foreign Language) teachers’ perceptions of professional development (PD) particularly related to language proficiency. English teachers’ language proficiency has become a critical issue in the field of EFL teaching and has played an important role in helping the students to learn English well. Therefore, EFL teachers’ PD is essential for the teachers to support their learning leading to their fulfillment of their duty as professional English teachers. This qualitative study used in-depth interview as the main data collection instrument to elicit information about PD activities related to language proficiency maintenance and improvement. The participants of the study were six profesional EFL teachers who have had experience of teaching English ranging from 5 to 30 years of teaching. The results showed that the participants perceived professional development for language proficiency as an important activity and continuous learning which is influenced by pedagogical environment or working context and individual language proficiency awareness. The study also revealed that PD activities for language proficiency were rarely offered by the government. Teachers then have to autonomously and individually join and participate in such activities. Finally, it is recommended that Indonesian EFL teachers develop self-awareness of the importance of improving their skills not only pedagogically but also professionally and realize that PD for language proficiency in particular is imperative to help them keep their professionalism high.


EFL teachers, language maintenance and improvement, language proficiency, professional development


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DOI: http://doi.org/10.11591/ijere.v11i3.22966


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