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Preface List of Tables List of Figures List of Abbreviations Chapter One Introduction 1.1 Introduction 1.2 Background of the Study 1.3 Statement of the Problem 1.4 Research Objectives 1.5 Research Questions 1.6 Significance of the Study 1.6.1 Guidelines for EFL Teachers' Teaching Improvement 1.6.2 Better Experiences for Students' Learning and Development 1.6.3 Reflective Teaching 1.6.4 Management 1.7 Definitions of Key Terms 1.7.1 Teacher Professional Development (TPD) 1.7.2 Teaching Practice 1.7.3 Reflection on Teaching 1.7.4 College English Language Teaching Reform 1.7.5 EFL Teachers 1.7.6 Teachers' Understanding and Attitude 1.7.7 Academic Communication 1.7.8 Teachers' Self-learning 1.8 Chapter Summary 1.9 Structure of the Thesis Chapter Two Literature Review 2.1 Introduction 2.2 College English Language Teaching Reform 2.3 English as a Foreign Language 2.3.1 The Changing Roles of EFL Teachers 2.3.2 EFL Teachers' Professional Development on Students 2.3.3 EFL Teachers' Professional Competence Profile 2.4 Reviews on Teachers' Professional Development 2.4.1 Definition of Teachers' Professional Development 2.4.2 History of Teachers' Professional Development 2.4.3 English Language Teachers' Professional Development 2.4.4 Role and Impact of Teachers' Professional Development 2.4.5 Factors Impacting Teachers' Professional Development 2.4.5.1 Teachers' Attitudes and Understanding 2.4.5.2 National Standards and Policies 2.4.5.3 School Policies on Professional Development 2.4.5.4 Financial Status and Family Burden 2.4.6 Approaches to Teachers' Professional Development 2.4.6.1 School-based Teacher Training 2.4.6.2 Action Research and Reflective Learning 2.4.6.3 Collective Learning, Communication and Cooperation 2.5 The Oretical Research Perspectives of Teachers' Professional Development 2.6 Studies on Teachers' Professional Development 2.7 Reviews on Teaching Practice Chapter Three Research Methodology Chapter Four Findings of the Study Chapter Five Conclusion and Recommendations