The Effectiveness of Professional Learning Communities in the Saudi EFL Context Teachers' Perspective

• Published in: مجلة العلوم التربوية والدراسات الإنسانية سلسلة الآداب والعلوم التربوية والإنسانية والتطبيقية no. 35; pp. 729 - 752
• Main Author: Alrahaili, Musaad
• Format: Journal Article
• Language: Arabic; English
• Published: جامعة تعز فرع التربة - دائرة الدراسات العليا والبحث العلمي 31.12.2023; Taez University
• Subjects: continuing learning; ELU; Professional Learning Communities; teacher training; أعضاء هيئة التدريس; التعليم المهني; التنمية المهنية; اللغة الإنجليزية
• ISSN: 2617-5908; 2709-0302
• DOI: 10.55074/hesj.vi35.927

This investigation focuses on the adoption and efficacy of Professional Learning Communities (PLCs) within the English Language Unit (ELU) at Taibah University. It showcases a rising trend in the engagement and perceived significance of PLCs among ELU instructors, accentuating their vital contribution to fostering professional growth and collaborative education. Nonetheless, the study uncovers varying degrees of satisfaction among teachers across different campuses, highlighting the need for a more individualized approach to implementing PLCs that suit the distinct requirements of each campus and its teaching staff. The research, conducted in 2023, encompassed gathering data from PLC sessions across Taibah University's campuses and issuing a survey to ELU teachers. A descriptive statistical approach was employed to verify the validity of the study. The findings particularly point out lower satisfaction levels among female faculty members at specific campuses, signaling urgent areas for improvement. The outcomes demonstrate the effectiveness of PLCs in nurturing environments conducive to mutual support and joint learning. Instructors have suggested various improvements to augment the impact of PLCs, like incentivizing teacher involvement, alleviating time constraints, diversifying presentation methods, and focusing more on tangible classroom-related issues. Additionally, the research reveals a pronounced preference among teachers for PLCs to concentrate more on practical, real-world classroom topics rather than theoretical ones, stressing the importance of tailoring PLC activities to the day-to-day challenges faced by educators.