Language Teachers' Professional Development and New Literacies: An Integrative Review

Abstract

The aim of this paper is to synthesize the themes and topics addressed language teachers’ new literacies in the published articles between 2010–2020 to understand research and approaches to the new literacies of language teachers. To this end, the researchers applied an integrative review of 29 papers selected from a body of 503 published papers in nine databases. The review showed that most papers related to new literacies in professional development focused on the term digital literacy. Moreover, most of the published papers are from Asia and Europe and were conducted on in-service teachers. A great majority of published papers relied on qualitative research design, and web 2.0 technologies are the dominant technologies in the reviewed studies. My findings potentially pave the way for future researchers to recognize and classify new possible areas of research as regards the use of new literacies as a necessity for language pedagogy.