THE CRITICAL IMPACT OF INTERNATIONAL COLLABORATIVE WORKSHOPS ON TEFL PEDAGOGY: AN EMPIRICAL REFLECTION
Abstract
This study investigates the pedagogical implications of short-term international professional development programs on English as a Foreign Language (EFL) instruction, centered on the intensive workshops conducted by "Pinnacle Teaching Solutions" (PTS) from May 14 to May 20. By evaluating the structural shift from traditional methodologies to modern communicative paradigms, the paper explores how direct engagement with global native-speaking educators reshapes instructional delivery and lowers student anxiety. Grounded in contemporary Second Language Acquisition (SLA) literature, the findings suggest that such localized international partnerships critically advance intercultural communicative competence and facilitate reflective teaching practices among institutional faculties.