EFL Teachers’ Feedback on Professional Development Training: Implications for Program Effectiveness and Sustainability

Abstract

This study focused on an evaluation of our institution’s regular training program for EFL teachers’ professional development. The evaluation was based on an end-of-course questionnaire survey and interviews, in which the teachers reported their satisfaction levels with the program’s key aspects of organization, content, trainers’ method, and assessment. A sample of 166 teachers from three provinces in the Mekong Region of Vietnam was involved in the evaluation. Descriptive statistics were reported, and they were accompanied by qualitative data gained from interviews with 10 participants. Comparison of the program’s content evaluation was made regarding the teacher participants’ workplace levels: primary versus lower and upper secondary schools. As for administrative aspects of the training program, differences in feedback across the provinces were recorded. The teachers’ feedback was generally valuable foundations for necessary modifications of the program so that the professional development activities for EFL teachers in the region could be maintained and improved in the future.

Keywords: EFL teacher PD training, participant feedback, sustainability, improvement suggestions

DOI: 10.7176/JLLL/111-07

Publication date: August 30^th 2026