THE EFFICACY OF JOURNALING IN EFL TEACHERS' PROFESSIONAL DEVELOPMENT: INSIGHTS AND INTERVENTIONS

Abstract

This article investigates the role of journaling in the professional development of English as a Foreign Language (EFL) teachers, addressing a gap in the literature regarding effective, reflective practices within academic settings. Through a comprehensive literature review, we explore the theoretical underpinnings of reflective practice and its manifestation through journaling, as well as empirical studies that document its outcomes in EFL teaching contexts. Our analysis reveals that journaling not only fosters reflective practice but also contributes significantly to teachers' self-efficacy, pedagogical adjustment, and continuous professional growth. Despite these benefits, the review identifies a lack of structured implementation and support for journaling within professional development programs. Drawing on the insights gained, we propose several interventions designed to enhance the integration of journaling into EFL professional development. These include the development of guided journaling exercises, the establishment of peer review systems, and the incorporation of journaling workshops into ongoing professional development initiatives. The article concludes with a discussion on the potential of these interventions to transform EFL teachers' professional practices and calls for empirical research to assess their effectiveness and feasibility. Through this exploration, "The Efficacy of Journaling in EFL Teachers' Professional Development: Insights and Interventions" contributes to the body of knowledge on teacher education and professional development, offering a novel perspective on the timeless practice of journaling as a catalyst for reflective teaching and learning.

Keywords: EFL Teacher Development, Reflective Practice, Journaling, Professional Growth, Pedagogical Skills, Reflective Journaling, Teacher Self-Efficacy, Reflective Teaching, Experiential Learning, Teacher Education