Efl teachers’ facebook groups as online communities of practice: toward configurations for engagement and sustainability

The emergence of online communities has redefined teachers’ professional development. Voluntary participation in online teacher communities offers possibilities for problemsolving, reflective thinking, knowledge exchanging, and social emotion sharing. However, little research has been conducted about the quality and depth of interactions among EFL teachers while participating in online communities. In response to the call for rigorous research featuring the roles of online communities on teacher learning beyond the Western contexts and the realities of participants’ contribution, this case study analyzed two Facebook groups of Vietnamese EFL teachers using Wenger’s (1998) analytical framework for communities of practice (CoP). Facebook groups were adopted as an online CoP platform because of its widespread social media penetration in Vietnam-with users being 75% of the population (Nguyen, 2019). Adopting a multiple-site case study design, the study surveyed 84 teachers and analyzed the content of selected posts and comments in two Facebook groups in five months, focusing on members’ engagement, perceived benefits, and recommendations regarding their CoP participation. Findings illustrate different realities of university lecturers and school teachers within the two Facebook groups in lights of knowledge domains, sharing practice, and moderation activity. The paper offers insights for the design and administration of online CoP in social media spaces.