Professional development for EFL high-school teachers: A case study in the Mekong delta

n least. With regard to the area of conducting a lesson, PD activities had not really helped teachers know how to create a supportive, meaningful learning environment. Remarkably, the result of the present study was consistent with that of Roux and Valladares (2014), and Agbayahoun (2016) which revealed that training courses and teacher development workshops had a high impact on teachers’ teaching. Similarly, the result was also harmony with the findings from Mahmoudi and Özkan (2015), which indicated that teachers benefited from PD activities in improving their teaching. The findings were also supportive to the findings of Al Asmari (2016) which revealed that after attending continuing PD, the teachers found beneficial in changing their knowledge, skills, attitudes, and beliefs. In contrast, the findings of the current study were different from those of Çelik, Bayraktar-Çepni and İlyas (2013) which indicated that the teachers found no considerable impact on their practice from PD activities in which they had experienced. Additionally, the study was inconsistent with Agbayahoun’s (2016) study which found that workshops commonly held in schools neither changed teacher practices nor increased student learning. Besides, the findings were not parallel with those of Alshumaimeri and Almohaisen (2017), which stated that teachers were not satisfied with the current PD activities since they did not help the teachers stay updated with the modern teaching techniques. 5. Conclusion The present study shows that EFL high school teachers highly expected to strengthen technology for teaching, lesson planning, resource adaptation and selection, 82 KỶ YẾU HỘI THẢO QUỐC TẾ LẦN THỨ NHẤT VỀ ĐỔI MỚI ĐÀO TẠO GIÁO VIÊN language teaching methodology, conducting a lesson, English language proficiency, and assessment of language learning, which rank respectively from the highest to the lowest level of expectation. Additionally, PD activities which EFL high school teachers have ever participated in highly satisfy their expectations in terms of improvement of technology for language teaching, resources adaptation and selection, language teaching methodology, lesson planning, language proficiency, assessment of language learning, and conducting a lesson. Particularly, they are satisfied with technology for language teaching most, and conducting a lesson least. Based on the results of the study, the following recommendations are drawn to help school administrators, the Department of Education and Training in Soc Trang, as well as the management board of the National Foreign Language 2020 Project plan effective PD programs for EFL high school teachers in Soc Trang province. Firstly, PD programs should help EFL high school teachers improve numerous areas of knowledge including technology for teaching, lesson planning, resource adaptation and selection, language teaching methodology, conducting a lesson, English language proficiency, and assessment of language learning. Notably, training courses or workshops should lay an emphasis on helping teachers develop the area of technology for teaching.Specifically, teachers should be trained in designing electronic lessons, online courses, and how to use smartboards effectively. In terms of lesson planning, training courses should help teachers know how to plan lessons integrating different skills and various contents in English. In addition, teachers should be raised awareness of selecting various teaching materials rather than using only textbook in teaching English. Besides, teachers should be trained in adapting textbook, especially new English textbook to facilitate their upcoming teaching. With regard to language teaching methodology, training courses and workshops should provide teachers with knowledge of various kinds of methods to boost students’ ability to communicate in English. In reality, most high school teachers’ knowledge of language instruction approach is limited, so they should be introduced both theories and practice related to numerous teaching methodologies. Regarding conducting a lesson, teachers should be trained in conducting warm-up activities with a variety of interesting games. Significantly, PD programs should help high school teachers know how to create a supportive and meaningful learning environment. Concerning English proficiency, training courses should provide opportunities for teachers to improve four English skills. With respect to assessment of language, PD programs should help teachers understand clearly two kinds of assessment tools including formative assessment and summative assessment. Especially, high school teachers should have chance to increase knowledge of formative assessment tool. Secondly, the content of PD programs should balance between theory and practice. Particularly, after provided with some theories, teachers should take part in some kinds of activities in order to deeply understand and apply theoretical contents into practice. Moreover, the amount of time for a training course or workshop should be sufficient for teachers to be able to acquire the contents completely. 83Phần 1: NHỮNG VẤN ĐỀ VỀ ĐỔI MỚI GIÁO DỤC VÀ ĐÀO TẠO GIÁO VIÊN Moreover, training courses and workshops should be held every summer. Every time in the school year is not appropriate with teachers because they are busy with many kinds of schooling duties. Besides, the organization of PD programs should be around Soc Trang province to help teachers save time and money for transportation. Additionally, skillful lecturers from well-known universities should be invited to be trainers in training courses and workshops. Experienced teachers of English from high schools can also become trainers in PD programs. REFERENCES 1. Agbayahoun, J. P. (2016). Teacher Professional Development: EFL Teachers’ Experiences in the Republic of Benin. International Journal of English Linguistics, 6(4), 144. 2. Al Asmari, A. (2016). 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