Webinars for teaching English as a foreign language and for professional development: teacher perceptions

Abstract

The aim of this study was to investigate the perceptions of English as a foreign language (EFL) teachers on the use of webinars in teaching EFL and for professional development purposes. This quantitative study was conducted with 78 participants at an English language school at a foundation university in Ankara, Turkey. The items of the online questionnaire were adapted from Venkatesh, Morris, Davis, and Davis (2003) and Gasket (2002). Descriptive statistics and inferential statistics were used to analyze the data. The results indicated that prior webinar experiences, having more years of teaching experience, older age, and being a native or non-native English speaker significantly affected teachers’ perceptions. The implications of this study indicate that EFL teachers need more input and experience in using webinars. Further research is needed to lend more support to the literature to generalize the findings.