TESOL Teacher Professional Development in the Digital Age: A Systematic Review of Programs, Practices, and Perceived Impacts
Keywords:
TESOL, Teacher Professional Development, Blended Learning, Educational Technology, Digital Literacy, 21st-Century Language EducationAbstract
This study aims to systematically evaluate teachers' trends, practices, and perceptions of professional development programs (PD) in the context of Teaching English to Speakers of Other Languages (TESOL) in the digital era. Using a Systematic Literature Review (SLR) approach based on the PRISMA guidelines, the study analyzed eighteen scientific articles published between 2014 and 2024, obtained from five internationally reputable databases: Scopus, Web of Science, ERIC, ScienceDirect, and SpringerLink. The analysis was carried out thematically and manually, focusing on PD program design, technology integration practices, and teachers' perceptions of the impact of digital learning.
The results of the study revealed three main findings. First, effective PD program design emphasizes the integration of applied linguistic theory and contextual teaching practices through blended learning models, reflective curriculum, and project-based approaches. Second, the use of technologies such as LMS, social media, and digital collaborative tools has been shown to expand access and increase teacher engagement, although challenges such as low digital literacy and limited infrastructure are still significant, especially in developing countries. Third, teachers' perceptions of digital PD are generally positive, with recognition of increasing pedagogical competence, self-confidence, and transformation of professional identity as learning facilitators, innovators, and agents of change. However, the success of the program is heavily influenced by policy support, access to technology, and an institutional culture that supports continuous learning.
The study concludes that the professional development of digital-based TESOL teachers needs to be strategically designed, adaptive, and contextual. Partnerships between governments, educational institutions, and teacher communities are needed to build a PD ecosystem that is sustainable, locally relevant, and able to address the challenges of 21st-century language education
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