Abstract—This study investigates the gaps in English as a Foreign Language (EFL) teacher training programs regarding the integration of digital tools and innovative teaching practices. Traditional training approaches often emphasize theoretical knowledge and standardized curricula, failing to equip teachers with the necessary skills to engage students using modern technologies or adapt to diverse learner needs. Utilizing a quantitative descriptive study design, data were collected through an online questionnaire administered to 200 EFL teachers in Hail, Saudi Arabia. The findings highlight significant deficiencies in existing training programs, with an overall mean score of 2.65, indicating inadequate preparation for technology integration and student-centered methodologies. In contrast, participation in innovative training programs showed a positive impact, with a mean score of 3.87, demonstrating increased teacher confidence and effectiveness in utilizing digital tools and diverse teaching strategies. These results support the need for enhanced professional development initiatives that incorporate experiential learning, multimedia resources, and innovative teaching models such as the flipped classroom and Task-Based Language Teaching (TBLT). The study recommends revising EFL teacher training curricula to prioritize digital literacy, adaptability, and modern pedagogical strategies to better equip educators for contemporary language teaching demands.
 

Keywords—EFL teacher training, innovative teaching practices, digital tools, educational technology, professional development 

Cite: Alhanouf Fahad Alsalwah, Entisar Ghannam Alshammry, and Fatma Ahmed El Hassan, "Using Innovative Educator Training to Bridge Gaps in EFL Teacher Preparation," International Journal of Learning and Teaching, Vol. 11, No. 4, pp. 223-227, 2025.

Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).