Virtual Professional Learning Communities (PLCs) in EFL Teacher Development: A Systematic Review

Kianinezhad, Neda; Ghaniabadi, Saeed; Amirian, Seyed Mohammad Reza; Ivanov, Sofia

doi:10.22034/ijpie.2025.542415.1130

Virtual Professional Learning Communities (PLCs) in EFL Teacher Development: A Systematic Review

Document Type : Original Article

Authors

Neda Kianinezhad ¹

Saeed Ghaniabadi ¹

Seyed Mohammad Reza Amirian ¹

Sofia Ivanov ²

¹ Hakim Sabzevari University, Iran

² Lomonosov Moscow State University, Russia

10.22034/ijpie.2025.542415.1130

Abstract

Virtual professional learning communities (PLCs) are an influential model of teacher professional development in the field of English as a Foreign Language (EFL), offering an alternative to traditional top-down training. Unlike conventional approaches, virtual PLCs leverage digital technologies to foster sustained collaboration, reflective practice, and the co-construction of pedagogy among teachers. In this systematic review, we synthesize evidence from 50 peer-reviewed studies to examine the impact of virtual PLCs on teacher development in EFL contexts. Following PRISMA guidelines, studies were screened for methodological quality using the Mixed Methods Appraisal Tool (MMAT) and thematically analyzed to identify patterns and outcomes. Our analysis indicates that virtual PLCs enhance teacher development in intercultural competence, digital literacy, reflective practice, and collaborative lesson planning. Digital platforms provide flexibility, opportunities for timely problem-solving, professional networking, and the advancement of innovative pedagogical practices. However, the review also highlights significant challenges to virtual PLC implementation, including the digital divide, uneven engagement within communities, and insufficient structural support from institutions, all of which affect effectiveness, equity, and sustainability. Overall, our findings illustrate the multidimensional opportunities afforded by virtual PLCs for supporting teacher learning. Future virtual PLC initiatives should address structural inequalities, integrate emerging technological tools, and consider longitudinal evidence of impact on both teachers and students to maximize the potential of these digital professional learning spaces. The review concludes by outlining concrete possibilities for designing effective, context-sensitive virtual PLCs for EFL teachers.

Keywords

Virtual Professional Learning Communities

EFL Teacher Development

Systematic Review

Digital Collaboration

Teacher Professional Development

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