Bridging theory and practice: how open distance learning fosters ESL teachers’ professional growth in Malaysia
Purpose – This research aims to investigate the role played by open distance learning (ODL) in supporting the professional development of in-service teachers in the field of English as a Second Language (ESL) at a Malaysian higher education institution. In a rapidly evolving educational landscape, c...
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Emerald Publishing
2025-05-01
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| Series: | AAOU Journal |
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| Online Access: | https://www.emerald.com/insight/content/doi/10.1108/AAOUJ-08-2024-0105/full/pdf |
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| author | Li Hsien Ooi Juliana Othman |
| author_facet | Li Hsien Ooi Juliana Othman |
| author_sort | Li Hsien Ooi |
| collection | DOAJ |
| description | Purpose – This research aims to investigate the role played by open distance learning (ODL) in supporting the professional development of in-service teachers in the field of English as a Second Language (ESL) at a Malaysian higher education institution. In a rapidly evolving educational landscape, continuous professional development is essential for teachers, particularly for underqualified in-service educators. ODL offers a flexible and accessible pathway that allows teachers to simultaneously pursue academic qualifications while fulfiling their professional and personal responsibilities. Design/methodology/approach – This study employed a qualitative case study design to examine how ODL influences pedagogical practices. Data were gathered through in-depth interviews with four in-service ESL teachers enrolled in an undergraduate Teaching English as a Second Language (TESL) programme delivered via ODL. Findings – A thematic analysis of the interview data revealed several key insights. The flexibility of ODL allowed participants to balance their work, study and personal responsibilities, although effective time management was critical for success. The programme facilitated the integration of theoretical knowledge with classroom practices and improved instructional strategies. However, some participants found it challenging to apply abstract theories in real-world teaching contexts. Although ODL enabled the immediate implementation of newly acquired techniques, an inadequate technological infrastructure hindered this process. Expert guidance was valuable, yet limited face-to-face interaction posed challenges for some educators. Practical implications – The findings offer valuable insights for policymakers and ODL institutions. They highlight the need for strengthened institutional support, improved technological infrastructure and enhanced interactive learning opportunities. Originality/value – This study highlights the need for enhanced support systems, targeted professional development strategies and policy measures to improve teachers’ effectiveness. |
| format | Article |
| id | doaj-art-613ab8fa3ddc4c4aaabedfbc3e68ae24 |
| institution | OA Journals |
| issn | 1858-3431 2414-6994 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Emerald Publishing |
| record_format | Article |
| series | AAOU Journal |
| spelling | doaj-art-613ab8fa3ddc4c4aaabedfbc3e68ae242025-08-20T02:00:55ZengEmerald PublishingAAOU Journal1858-34312414-69942025-05-01201829710.1108/AAOUJ-08-2024-0105Bridging theory and practice: how open distance learning fosters ESL teachers’ professional growth in MalaysiaLi Hsien Ooi0Juliana Othman1Department of Language and Literacy Education, Faculty of Education, Universiti Malaya, Kuala Lumpur, MalaysiaDepartment of Language and Literacy Education, Faculty of Education, Universiti Malaya, Kuala Lumpur, MalaysiaPurpose – This research aims to investigate the role played by open distance learning (ODL) in supporting the professional development of in-service teachers in the field of English as a Second Language (ESL) at a Malaysian higher education institution. In a rapidly evolving educational landscape, continuous professional development is essential for teachers, particularly for underqualified in-service educators. ODL offers a flexible and accessible pathway that allows teachers to simultaneously pursue academic qualifications while fulfiling their professional and personal responsibilities. Design/methodology/approach – This study employed a qualitative case study design to examine how ODL influences pedagogical practices. Data were gathered through in-depth interviews with four in-service ESL teachers enrolled in an undergraduate Teaching English as a Second Language (TESL) programme delivered via ODL. Findings – A thematic analysis of the interview data revealed several key insights. The flexibility of ODL allowed participants to balance their work, study and personal responsibilities, although effective time management was critical for success. The programme facilitated the integration of theoretical knowledge with classroom practices and improved instructional strategies. However, some participants found it challenging to apply abstract theories in real-world teaching contexts. Although ODL enabled the immediate implementation of newly acquired techniques, an inadequate technological infrastructure hindered this process. Expert guidance was valuable, yet limited face-to-face interaction posed challenges for some educators. Practical implications – The findings offer valuable insights for policymakers and ODL institutions. They highlight the need for strengthened institutional support, improved technological infrastructure and enhanced interactive learning opportunities. Originality/value – This study highlights the need for enhanced support systems, targeted professional development strategies and policy measures to improve teachers’ effectiveness.https://www.emerald.com/insight/content/doi/10.1108/AAOUJ-08-2024-0105/full/pdfTeachers professional developmentESL teachersFlexible online learningTheory–practice gapBarriers to ODL |
| spellingShingle | Li Hsien Ooi Juliana Othman Bridging theory and practice: how open distance learning fosters ESL teachers’ professional growth in Malaysia AAOU Journal Teachers professional development ESL teachers Flexible online learning Theory–practice gap Barriers to ODL |
| title | Bridging theory and practice: how open distance learning fosters ESL teachers’ professional growth in Malaysia |
| title_full | Bridging theory and practice: how open distance learning fosters ESL teachers’ professional growth in Malaysia |
| title_fullStr | Bridging theory and practice: how open distance learning fosters ESL teachers’ professional growth in Malaysia |
| title_full_unstemmed | Bridging theory and practice: how open distance learning fosters ESL teachers’ professional growth in Malaysia |
| title_short | Bridging theory and practice: how open distance learning fosters ESL teachers’ professional growth in Malaysia |
| title_sort | bridging theory and practice how open distance learning fosters esl teachers professional growth in malaysia |
| topic | Teachers professional development ESL teachers Flexible online learning Theory–practice gap Barriers to ODL |
| url | https://www.emerald.com/insight/content/doi/10.1108/AAOUJ-08-2024-0105/full/pdf |
| work_keys_str_mv | AT lihsienooi bridgingtheoryandpracticehowopendistancelearningfosterseslteachersprofessionalgrowthinmalaysia AT julianaothman bridgingtheoryandpracticehowopendistancelearningfosterseslteachersprofessionalgrowthinmalaysia |