Abstract

The paper compares the professional development of EFL teachers in Saudi Arabia, Korea, and China. It urges collaboration between Saudi, Chinese, and Korean educators to create joint programs that address shared challenges in EFL teaching, influenced by cultural and educational contexts. By identifying common patterns, the study highlights best practices and areas for improvement. The importance of collaboration, knowledge sharing, and ongoing support is emphasized to enhance teacher development and English language education in these countries. The conclusion stresses understanding teacher needs, improving proficiency, and fostering reflection for better teaching outcomes.

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