Measuring the Effectiveness of Virtual Mentoring Programs in Supporting Teachers of English as a Second Language With Educational Technology Integration

Abstract

The present study aims to examine the effects of a virtual mentorship program on the incorporation of educational technology (EdTech) among English as a second language (ESL) teachers. Given the changing educational environment, it is essential to use EdTech in order to improve the language learning of ESL learners. The study used a combination of qualitative and quantitative methodologies, engaging 48 ESL instructors in a three-month virtual mentorship program. The measurement of improvements in participants' confidence and use of EdTech is conducted using quantitative surveys, whilst qualitative interviews are employed to investigate their experiences. Initial results indicate a direct relationship between virtual mentorship and instructors' competence in integrating EdTech. This study offers valuable insights into the efficacy of professional development programs for English as a Second Language (ESL) instructors. Additionally, it has implications for legislators and curriculum creators who seek to improve ESL education by using technology.