do efl teachers’ digital literacies reflect sociocultural frameworks during their online professional development?

The sociocultural theory has been considered an essential pillar for efl teaching and learning; however, the existence of this theory has often been neglected in teacher professional development. this mixed-method study examined efl teachers’ self-reported beliefs and practices in integrating digital literacy using a sociocultural framework during online teacher training activities in the indonesian english as a foreign language (efl) setting. a total of 240 in-service efl teachers from various secondary schools in the east java province enrolled in the online professional training program. they were assigned to fill the three categories of sociocultural questionnaires during their online teacher professional development. then, an interview was conducted with 60 selected participants to elaborate on their practices and challenges of implementing sociocultural theory in their online teacher professional program. the results from the three sociocultural dimensions indicated that the in-service efl teachers attending the online training program had minimal sociocultural awareness and practices regarding global cultural integration with technology-based teaching. pedagogical implications for improving the efl teacher training program and recommendations for further studies were discussed throughout the study. 

do efl teachers’ digital literacies reflect sociocultural frameworks during their online professional development?

the sociocultural theory has been considered an essential pillar for efl teaching and learning; however, the existence of this theory has often been neglected in teacher professional development. this mixed-method study examined efl teachers’ self-reported beliefs and practices in integrating digital literacy using a sociocultural framework during online teacher training activities in the indonesian english as a foreign language (efl) setting. a total of 240 in-service efl teachers from various secondary schools in the east java province enrolled in the online professional training program. they were assigned to fill the three categories of sociocultural questionnaires during their online teacher professional development. then, an interview was conducted with 60 selected participants to elaborate on their practices and challenges of implementing sociocultural theory in their online teacher professional program. the results from the three sociocultural dimensions indicated that the in-service efl teachers attending the online training program had minimal sociocultural awareness and practices regarding global cultural integration with technology-based teaching. pedagogical implications for improving the efl teacher training program and recommendations for further studies were discussed throughout the study.