Exploring the role of recently-qualified English teachers in developing technology use in language classrooms through communities of practice

It is widely recognised that many experienced and well-qualified teachers struggle with using technology effectively in the English language classroom and even those with strong motivation to develop their technology skills can feel a lack of support in their efforts to incorporate it into their teaching. This study explores the use of technology in English language teaching in six secondary schools across Malaysia, in particular focusing on how communities of practice might be useful in developing technology use in English classes within the schools and the potential role recently-qualified teachers might play in this. Data for the study was collected from questionnaires, online reflection tasks, interviews, focus groups and field notes. Findings suggest that given the right conditions, such as opportunities for professional development and sharing this with a community of practice, and a group of teachers with a collaborative mindset, then such a community, focused on developing technology use, can flourish. This in turn will generate greater use of technology in the classroom. In addition, the study indicates that recently-qualified teachers are capable of taking on a guiding role within such a community. However, for their potential in this role to be maximised, some level of formal recognition of the role seems beneficial in terms of empowering them to take a lead, even among more senior colleagues