An overview of master's study in English language teaching as a viable professional development route: Motivations and perceived impact on professional practice

This study aims to provide an overview of Turkish EFL (English as a Foreign Language) teachers' views on MA in ELT (Master of Art in English Language Teaching). The participants comprised 73 master-level EFL teachers who are enrolled in the program or who already completed the degree. This study initially aims to tease out the perceived motivations for pursuit of an MA in ELT. The second aim is to find out whether they consider the study as a viable route for PD (professional development). The third major aim is to reveal perceived impact of the study on their professional practice. Finally, the study aims to expose the perceived challenges encountered during the course of the study. A descriptive mixed method approach was utilized as research methodology. An online questionnaire contained a mixture of open and close items were used for data collection. While quantitative data were descriptively analyzed, the qualitative data were content-analyzed. The findings indicated that Turkish EFL teachers have motivations relating to personal, professional and career advancement. Teachers unfolded a positive perception about MA in ELT, describing it as an effective and essential route for PD. In terms of the perceived impact of the study, the impact on the professional self was the most dominant area. It is found that the degree impacted teachers cognitively and affectively in addition to teaching behaviors. However, limited impact was extended to workplace. The master's journey entailed a number of challenges. However, the most recurring theme was that the balance of work-life-study was seriously disrupted in the course of the study. Key words: Master's study in English Language Teaching, Professional development, Professional Practice, Motivations, Impact, Challenge