A Mixed-Methods Study on the Impact of Technology-Mediated Mentoring and Peer Scaffolding on Iranian EFL Teachers’ Professional Development

Subject Areas : English Language Teaching

Poone Abbasi Mesrabadi ¹ , Zohreh Mohammadi ²

1 -
2 -

Received: 2025-08-03 Accepted : 2025-09-14 Published : 2025-09-14

Keywords: EFL teachers, peer scaffolding, reflective practice, sociocultural theory, technology-mediated mentoring, teacher professional development, TPACK framework,

Abstract :

In the rapidly changing educational context, technology offers new opportunies to address challenges in language teacher training. This mixed-methods study investigated the impact of technology-mediated mentoring and peer scaffolding on the professional development of Iranian EFL teachers. Using a mixed-methods design, 200 lower-secondary EFL teachers were purposively sampled and assigned to four groups: three experimental groups (mentoring, scaffolding, and combined mentoring and scaffolding) and one control group. Quantitative data were collected through two adapted questionnaires that assessed teachers’ participation in professional development activities and the extent of their application in classroom practice. Qualitative data were obtained from semi-structured interviews with 20 teachers and reflective journals from all participants. The results of Multivariate Analysis of Variance and Scheffé’s post-hoc tests revealed that the combined mentoring and scaffolding group significantly outperformed others in creativity, reflective practice, and peer collaboration, with large effect sizes for creativity. Qualitative findings underscored the role of personalized mentor feedback and collaborative peer environments in fostering teacher growth, enhancing self-reflection, critical thinking, and teaching efficacy. Teachers emphasized the flexibility of digital platforms as a key facilitator of professional development, though they noted occasional connectivity issues. These findings support the effectiveness of technology-mediated interventions for enhancing teacher learning in resource-constrained contexts. Implications include adopting blended, context-sensitive strategies that integrate mentoring and scaffolding, promoting sustainable teacher growth and pedagogical innovation.

References:

Ackland, R. (2000). A review of the peer coaching literature. The Journal of Staff Development, 12(1), 22–27.
Ainley, J., & Carstens, R. (2018). Teaching and Learning International Survey (TALIS). OECD Publishing.
Atai, M. R., & Mazlum, F. (2024). Teacher professional development in Iran: Challenges and prospects. Journal of Language Teaching and Research, 15(3), 789–801. https://doi.org/10.17507/jltr.1503.12
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10–20. https://doi.org/10.1016/j.tate.2010.08.007
Bambino, D. (2002). Critical friends. Educational Leadership, 59(6), 25–27.
Birjandi, P., & Derakhshan Hesari, A. (2010). Teachers’ perceptions of the present and optimum status of the in-service EFL teacher preparation programs. English Language Teaching, 3(4), 47–57. https://doi.org/10.5539/elt.v3n4p47
Bragg, L. A., Walsh, C., & Heyeres, M. (2021). Successful design and delivery of online professional development for teachers: A systematic review of the literature. Computers and Education, 166, 104158, https://doi.org/10.1016/j.compedu.2021.104158
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
British Educational Research Association. (2018). Ethical guidelines for educational research (4th ed.). Retrieved from https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2018
Brookfield, S. D. (2017). Becoming a critically reflective teacher (2nd ed.). Jossey-Bass.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Sage.
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
Dill, K. B., & Røkenes, F. M. (2021). Teachers’ professional development in formal online communities: A scoping review. Teaching and Teacher Education, 105, 103431. https://doi.org/10.1016/j.tate.2021.103431
Erdoğan, S., Haktanır, G., Kuru, N., Parpucu, N., & Tüylü, D. K. (2022). The effect of the e-mentoring-based education program on professional development of preschool teachers. Education and Information Technologies, 27(1), 1023–1053. https://doi.org/10.1007/s10639-021-10624-7
Ganji, M., Ketabi, S., & Hosseini, M. (2020). Challenges of in-service teacher training in Iran: A critical review. Iranian Journal of Applied Language Studies, 12(1), 45–68.
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381–391. https://doi.org/10.1080/135406002100000512
Handrianto, C., Jusoh, A. J., Syuraini, S., Rouzi, K. S., & Alghazo, A. (2022). The implementation of a mentoring strategy for teachers’ professional development in elementary school. Elementary: Islamic Teacher Journal, 10(1), 65–80. https://doi.org/10.21043/elementary.v10i1.13676
Harwell-Kee, K. (1999). Coaching. Journal of Staff Development, 20(2), 28–30.
Hennessy, S., D’Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., ... & Zubairi, A. (2022). Technology use for teacher professional development in low- and middle-income countries: A systematic review. Computers and Education Open, 3, 100080. https://doi.org/10.1016/j.caeo.2022.100080
Jacobs, G. M., & Farrell, T. S. C. (2001). Paradigm shift: Understanding and implementing change in second language education. TESL-EJ, 5(1). https://www.tesl-ej.org/ej17/a1abs.html
Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. Routledge.
Kahraman, M., & Abdullah, K. U. Z. U. (2016). E-mentoring for professional development of pre-service teachers: A case study. Turkish Online Journal of Distance Education, 17(3), 135–155. https://doi.org/10.17718/tojde.40409
Kim, M., & Hannafin, M. (2011). Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice. Computers & Education, 56(2), 403–417. https://doi.org/10.1016/j.compedu.2010.08.024
Kleickmann, T., Tröbst, S., Jonen, A., Vehmeyer, J., & Möller, K. (2016). The effects of expert scaffolding in elementary science professional development on teachers’ beliefs and motivations, instructional practices, and student achievement. Journal of Educational Psychology, 108(1), 21–42. https://doi.org/10.1037/edu0000041
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Rahman, A., Kadiresan, V., & Malek, M. A. (2015). Teacher-based scaffolding as a teacher professional development program in Indonesia. Australian Journal of Teacher Education, 40(11). 67-78. https://doi.org/10.14221/ajte.2015v40n11.4
Rastegar, Z., Bagheri, M. S., Sadighi, F. & Yarmohammadi, L. (2013). Rethinking professional development in Iran. Middle-East Journal of Scientific Research, 16(1), 108-113. https://doi.org/10.5829/idosi.mejsr.2013.16.01.11628
Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.
Runco, M. A. (2014). Creativity: Theories and themes: Research, development, and practice (2nd ed.). Elsevier.
Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Sage.
Tseng, J. J., & Yeh, H. C. (2022). Fostering EFL teachers’ CALL competencies through project-based learning. Educational Technology and Society, 22(1). 94-105.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.