INDONESIAN EFL TEACHERS’ TRAINING NEEDS AND PERCEPTIONS OF CONTEMPORARY ELT APPROACHES

Erika Nur Shafiyah; Asep  Suparman; Mohammad  Soni

doi:10.51878/educational.v6i2.10063

Authors

Erika Nur Shafiyah Institut Pendidikan Indonesia Garut
Asep Suparman Institut Pendidikan Indonesia Garut
Mohammad Soni Institut Pendidikan Indonesia Garut

DOI:

https://doi.org/10.51878/educational.v6i2.10063

Keywords:

pengembangan profesional guru, pelatihan guru, pendekatan pembelajaran bahasa Inggris, teknologi pembelajaran

Abstract

This study aims to analyze English teachers’ experiences in participating in in-service training and identify their training needs related to contemporary English language learnng approaches. Teacher professional development is a crucial factor in improving the quality of learning, particulary in facing the 21^stcentury, which emphasizes learning using communicative, collaborative approaches, and the use of technology in the teaching and learning process. This study employed a quantitative approach with a survey method and involved English teachers as research respondents. Research data were collected using a questionnaire designed to obtain information related to teacher training experiences, training providers, training needs, and teachers’ level of knowledge regarding various contemporary English language learning approaches. The obtained data were tan analyzed descriptively to describe the training conditions and teachers’ profesional development needs. The results of this study indicate that English teachers’ participation in training is still relatively limited, even though the training is organized by various institutions, In addition, teachers alo demonstrated a high need for training on contemporary learning approaches, paticularly those related to the use of technology in English language learnig. The findings of this study indicate that teachers have a fairly good level of knowledge of several approaches, such as Project-Based learning, Student-Centered Approach, Task-Based Language teachng, although their understanding of technology-based approaches is still relatively low. Therefore, this study emphasizes the importance of providing more systematic, sustainable, and relevant teacher training programs that are aligned with learning needs.

Downloads

Download data is not yet available.

References

Aguilar-Moya, R., Diamanti, R., & Melero-Fuentes, D. (2025). Teaching methods, learning and development: A 15-year research perspective by educational stages. Education Sciences, 15(9), 1213. https://doi.org/10.3390/educsci15091213

Aithal, P. S., & Aithal, S. (2023). How to empower educators through digital pedagogies and faculty development strategies. International Journal of Applied Engineering and Management Letters, 7(3), 139. https://doi.org/10.47992/ijaeml.2581.7000.0198

Ai-jun, Y. (2024). On the influence of artificial intelligence on foreign language learning and suggested learning strategies. International Journal of Education and Humanities, 4(2), 107–118. https://doi.org/10.58557/(ijeh).v4i2.214

Akintayo, O. T., Eden, C. A., Ayeni, O. O., & Onyebuchi, N. C. (2024). Evaluating the impact of educational technology on learning outcomes in the higher education sector: A systematic review. Open Access Research Journal of Multidisciplinary Studies, 7(2), 52. https://doi.org/10.53022/oarjms.2024.7.2.0026

Alshraah, S. M., Issa, S. H. M., Migdadi, H. F., & Nishat, A. S. (2024). Enhancing pedagogical strategies for multilingual classrooms in foreign language education: Training lecturers for linguistic diversity and language variation. Journal of Language Teaching and Research, 15(2), 654. https://doi.org/10.17507/jltr.1502.34

Aparicio-Gómez, O.-Y., Ostos-Ortiz, O.-L., & García, C. A. (2024). Convergence between emerging technologies and active methodologies in the university. Journal of Technology and Science Education, 14(1), 31. https://doi.org/10.3926/jotse.2508

Boles, J. O. (2025). Learning with the brain in mind. International Journal of Advanced Corporate Learning (iJAC), 18(1), 41. https://doi.org/10.3991/ijac.v18i1.51805

Bolshak, A., & Voloshina, K. (2020). Innovative approaches to foreign language teaching in Russian universities. E3S Web of Conferences, 210, 18013. https://doi.org/10.1051/e3sconf/202021018013

Caton, A. B., Bradshaw-Wardis, D., Kinshuk, K., & Savenye, W. (2022). Future directions for digital literacy fluency using cognitive flexibility research: A review of selected digital literacy paradigms and theoretical frameworks. Journal of Learning for Development, 9(3), 381. https://doi.org/10.56059/jl4d.v9i3.818

Chen, C., Shi, T., Wang, R, Li, N., Hao, Y., Zhang, J.-L., Tang, M., Liu, S., Guo-min, Q., & Mi, W. (2024). Implementation and evaluation of the three action teaching model with learning plan guidance in preventive medicine course. Frontiers in Psychology, 15, 1508432. https://doi.org/10.3389/fpsyg.2024.1508432

Chinta, S. V., Wang, Z., Yin, Z., Hoang, N., Gonzalez, M., Quy, T. L., & Zhang, W. (2024). FairAIED: Navigating fairness, bias, and ethics in educational AI applications. arXiv. https://doi.org/10.48550/arxiv.2407.18745

Dhungana, P., Luitel, B. C., Gjøtterud, S., & Wagle, S. K. (2021). Context-responsive approaches of/for teachers’ professional development: A participatory framework. Journal of Participatory Research Methods, 2(1), 1–22. https://doi.org/10.35844/001c.18869

Digtyar, O. Y., Kuvshinova, E., Shirokikh, A. Yu., & Kameneva, N. A. (2023). Modern methods of teaching foreign languages. Revista Amazonia Investiga, 12(72), 112–119. https://doi.org/10.34069/ai/2023.72.12.10

Ditha, J. D., Susanto, S., Taridi, T., & Ardiyaningsih, A. (2026). AI-based gamification in learning: An analysis of its impact on students’ engagement – A mixed methods study. Learning Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran, 6(1), 99. https://doi.org/10.51878/learning.v6i1.8902

Ibrahim, K. A. A.-A., & Hashemifardnia, A. (2024). Bold techno competence in language learning: A study on the effects of efficacy of workshops in decreasing technostress and boosting academic enjoyment, autonomy, and language achievement. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), 1–20. https://doi.org/10.1186/s40862-024-00258-0

Jantassova, D., Tentekbayeva, Z., Churchill, D., & Aitbayeva, S. (2026). AI-enhanced digital STEM language learning in technical education. Education Sciences, 16(2), 175. https://doi.org/10.3390/educsci16020175

Kaize, B. R., Rediani, N. N., Nainggolan, H. T., & Yusri, Y. (2026). Meningkatkan kreativitas guru sekolah dasar melalui permainan rakyat suku Malind untuk pembelajaran bermakna (meaningful learning). Community Jurnal Pengabdian Kepada Masyarakat, 6(1), 464. https://doi.org/10.51878/community.v6i1.9418

Kusmini, K., Ahyani, N., & Fahmi, M. (2025). Pengaruh kompetensi pedagogik dan kompetensi profesional terhadap mutu pembelajaran SD Negeri di Gugus 1 Kecamatan Tungkal Jaya. Social Jurnal Inovasi Pendidikan IPS, 5(4), 1353. https://doi.org/10.51878/social.v5i4.8033

Lim, C. P., Juliana, J., & Liang, M. (2020). An activity theory approach toward teacher professional development at scale (TPD@Scale): A case study of a teacher learning center in Indonesia. Asia Pacific Education Review, 21(4), 525–536. https://doi.org/10.1007/s12564-020-09654-w

Namestiuk, S., Smolikevych, N., Bytsko, N., Zaitseva, K., & Orlova, O. (2020). Teaching a professional foreign language to specialists in various industries. International Journal of Higher Education, 9(7), 59–69. https://doi.org/10.5430/ijhe.v9n7p59

Ofem, U. J., Orim, F. S., Edam-Agbor, I. B., Amanso, E. O. I., Eni, E., Ukatu, J. O., Ovat, S. V., Osang, A. W., Dien, C. A., & Abuo, C. B. (2025). Teachers’ preparedness for the utilization of artificial intelligence in classroom assessment: The contributory effects of attitude toward technology, technological readiness, and pedagogical beliefs with perceived ease of use and perceived usefulness as mediators. Frontiers in Education, 10, 1568306. https://doi.org/10.3389/feduc.2025.1568306

Orak, S. D., & Al-khresheh, M. H. (2021). In between 21st century skills and constructivism in ELT: Designing a model derived from a narrative literature review. World Journal of English Language, 11(2), 166–178. https://doi.org/10.5430/wjel.v11n2p166

Purnama, Y., Sobirov, B., Ino, L., Handayani, F., Al-Awawdeh, N., & Safitri, W. (2023). Neuro-linguistic programming as an instructional strategy to enhance foreign language teaching. Studies in Media and Communication, 11(5), 50–59. https://doi.org/10.11114/smc.v11i5.6035

Purnomo, E., Jermaina, N., Marheni, E., Gumilar, A., Widarsa, A. H., Elpatsa, A., & Abidin, N. E. Z. (2024). Enhancing problem-solving skills through physical education learning: A comprehensive analysis. Retos, 58, 435–442. https://doi.org/10.47197/retos.v58.106838

Rasmitadila, R., Rachmadtullah, R., Prasetyo, T., Humaira, M. A., Sari, D. A., Samsudin, A., Nurtanto, M., Fitriyani, F., & Zamzam, R. (2025). Professional development for Indonesian elementary school teachers: Increased competency and sustainable teacher development programs. F1000Research, 13, 1375. https://doi.org/10.12688/f1000research.156946.2

Redman, E., Murphy, C., Mendez, Y. M., Mallon, B., Kater-Wettstaedt, L., Barth, M., Ortiz-Martínez, G., Smith, G., & Kelly, Ó. (2021). International scaling of sustainability continuing professional development for in-service teachers. Interdisciplinary Journal of Environmental and Science Education, 17(3), e2240. https://doi.org/10.21601/ijese/10936

Resmi, R., Rahman, A., Sobirov, B., Rumbardi, R., Al-Awawdeh, N., Widoyo, H., Herman, H., & Saputra, N. (2023). Incorporating teachers’ views on different techniques for teaching foreign languages in the classroom. World Journal of English Language, 13(8), 210–220. https://doi.org/10.5430/wjel.v13n8p210

Sabariah, S., Hakim, L., Kadori, K., Annisa, Z., & Muín, A. (2023). Teacher development to augment pedagogical competence in Society 5.0. Tafkir Interdisciplinary Journal of Islamic Education, 4(4), 665–678. https://doi.org/10.31538/tijie.v4i4.744

Safrizal, S., Nurhafizah, N., Yulia, R., & Husnani, H. (2022). Analysis of guru penggerak programs as sustainable professional development for teachers. Al-Ishlah Jurnal Pendidikan, 14(2), 2135–2148. https://doi.org/10.35445/alishlah.v14i2.829

Salmanova, S. (2025). Communicative approach in foreign language teaching: Advantages and limitations. EuroGlobal Journal of Linguistics and Language Education, 2(1), 79–90. https://doi.org/10.69760/egjlle.250009

Skulmowski, A. (2024). Learning by doing or doing without learning? The potentials and challenges of activity-based learning. Educational Psychology Review, 36(1), 1–25. https://doi.org/10.1007/s10648-024-09869-y

Thoyyibah, E. A. (2026). Shobahul Lughoh’s effectiveness in improving English speaking skills of mahasantri at Ma’had Al-Jami’ah Sayyid Ali Rahmatullah. Learning Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran, 6(2), 659. https://doi.org/10.51878/learning.v6i2.9678

Yawan, H., Furqan, A., Karman, K., Sarmadan, S., & Reskiawan, B. (2023). Exploring educational paths: Unveiling contrasts between Indonesia’s curriculum and Hong Kong’s curriculum. IJIET (International Journal of Indonesian Education and Teaching), 7(2), 234–246. https://doi.org/10.24071/ijiet.v7i2.6443