Revolutionizing English Language Curriculum Implementation: Elevating English Language Lessons through Teacher Development

This research explores the impact of professional development on the integration of technology in teaching English language in five Trust Schools (TS)in northern states, Peninsular Malaysia. The study aims to evaluate the nature and quality of professional development programs, identify challenges faced by teachers, and measure the overall impact on teaching practices and student learning outcomes. A qualitative approach is utilized, interviews, classroom observations, reflective entry and focus group discussions with English teachers, school administrators, and students. The study seeks to answer two primary research questions: 1) what challenges do English language teachers face in integrating technology to implement English language curriculum? And 2) how does professional development influence English language teachers' digital literacy in elevating English language lessons?Initial findings suggest that while professional development programs exist, their effectiveness varies significantly based on factors such as frequency, content relevance, and support mechanisms. Teachers often face challenges including limited resources, lack of ongoing support, and varying levels of digital literacy. Despite these challenges, professional development has been found to enhance teachers' confidence and competence in using technology, leading to more innovative teaching practices and improved student engagement. The study concludes with recommendations for improving professional development programs, emphasizing the importance of continuous training, tailored support, and collaborative learning communities. These findings aim to inform policymakers and educational stakeholders on strategies to enhance technology integration in teaching English, ultimately contributing to better educational outcomes in Perlis.