Investigating the Influence of Webinar Participation on Professional Development of English Language Teachers in Rural Vietnam

Abstract

Professional development plays a central role in fostering teaching quality. As teaching and learning in Vietnam have embraced a digital mode, the emergence of webinars has been noted. However, little is known about its impact on primary and secondary English language teachers, especially in rural areas. This multi-perspective case study aimed to explore the beliefs and practices of a small group of mid-career teachers working at different schools in a southwestern province in Vietnam as they experienced digital professional development. After having reflected on their participation in both synchronous and asynchronous webinars, the teachers were encouraged to implement selected techniques to engage learners in their teaching contexts. Qualitative findings from teachers’ interviews and observations demonstrate how this digital modality influenced their pedagogical and social cognition, impacting their classroom practices.