Professional learning communities in EFL teacher development: a systematic review of impacts and challenges

This study presents a systematic literature review of Professional Learning Communities (PLCs) in the professional development of English as a Foreign Language (EFL) teachers. By analysing 25 empirical studies published between 2004 and 2024, the review examines the impacts, implementation dynamics, and contextual challenges of PLCs. The analysis identified three primary contributions of PLCs: enhancing instructional practices and pedagogical knowledge, fostering teacher self-efficacy and professional identity, and promoting collaborative cultures to mitigate professional isolation. Nevertheless, significant barriers – including hierarchical dynamics, time constraints, and sociocultural influences – impede meaningful collaboration. The review highlights a gap in understanding how contextual factors shape PLC effectiveness in diverse EFL settings. The findings emphasise the need for supportive institutional leadership, resource allocation, and the integration of digital tools to foster sustainable, inclusive PLC practices and improve educational quality. Recommendations are provided for policymakers, school leaders, and educators to design PLCs that align with local contexts while bridging the gap between innovative pedagogical strategies and the realities of EFL instruction.