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Developing Future English Language Teachers’ Professional Competence Through Independent Study

Authors

  • Guzal Ismailova

    Doctoral student of Navoi State University
    Author

Keywords:

English language teachers, professional competence, independent study, self-directed learning, professional development, technology-facilitated learning, online courses, virtual communities, pedagogical knowledge, classroom management, language proficiency, teacher motivation, resource quality, institutional support, continuous professional development, online collaboration, self-regulation, ELT textbooks, teacher autonomy, digital age education.

Abstract

The professional competence of English language teachers is critical for effective teaching and improved student outcomes. Independent study, encompassing self-directed learning activities such as online courses, professional reading, and virtual communities, offers a flexible approach to professional development (PD). This systematic literature review examines how independent study contributes to the professional competence of future English language teachers, focusing on its effectiveness, challenges, and practical recommendations. Findings suggest that independent study enables personalized learning and skill enhancement, particularly through technology-facilitated platforms, but its success depends on teacher motivation, resource quality, and institutional support. Recommendations include curating high-quality resources, fostering online collaboration, and integrating independent study with formal PD programs. This review provides insights for educators, policymakers, and researchers aiming to enhance teacher development in the digital age.

References

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Craft, A. (2020). Professional development for English language teachers: Online and blended learning approaches. ELT Journal, 74(3), 297-306. https://doi.org/10.1093/elt/ccaa024

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Published

2025-07-08

How to Cite

Ismailova, G. (2025). Developing Future English Language Teachers’ Professional Competence Through Independent Study. TLEP – International Journal of Multidiscipline, 2(2), 138-141. https://www.tlepub.org/index.php/1/article/view/71