摘要：Online peer knowledge sharing is an effective way which can help English as Foreign Language (EFL) teachers improve their profession. The present study sought to explore the effect of online peer knowledge sharing on Iranian EFL teachers' professional development. To achieve the goals of this study, 50 Iranian EFL teachers were selected from Khorasan Razavi, Iran, based on their score in Teaching Knowledge Test (TKT) adopted from Pirtaj's unpublished thesis (2013). Then, they were randomly assigned to experimental (N=25) and control (N=25) groups. During the course lasting for 16 sessions, participants in the experimental group shared their knowledge (content knowledge, pedagogical knowledge, and pedagogical content knowledge) on the internet and the control group received the instructions being the same as those shared among participants in the experimental group without any knowledge sharing. Finally, at the end of the course posttest was administered which was the same as the pretest. Results of t-test confirmed that online peer knowledge sharing was significantly effective in improving Iranian EFL teachers' professional development. Pedagogically, the present findings help EFL teachers, students, and curriculum designers.
其他摘要：Online peer knowledge sharing is an effective way which can help English as Foreign Language (EFL) teachers improve their profession. The present study sought to explore the effect of online peer knowledge sharing on Iranian EFL teachers' professional development. To achieve the goals of this study, 50 Iranian EFL teachers were selected from Khorasan Razavi, Iran, based on their score in Teaching Knowledge Test (TKT) adopted from Pirtaj's unpublished thesis (2013). Then, they were randomly assigned to experimental (N=25) and control (N=25) groups. During the course lasting for 16 sessions, participants in the experimental group shared their knowledge (content knowledge, pedagogical knowledge, and pedagogical content knowledge) on the internet and the control group received the instructions being the same as those shared among participants in the experimental group without any knowledge sharing. Finally, at the end of the course posttest was administered which was the same as the pretest. Results of t-test confirmed that online peer knowledge sharing was significantly effective in improving Iranian EFL teachers' professional development. Pedagogically, the present findings help EFL teachers, students, and curriculum designers.
