Uncovering digital competencies among language teachers: A case study of pre-service English teachers in Saudi Arabia

Abstract

The role of technology as a catalyst for change and development has become irrefutable in various language learning settings. However, not all language teachers are mindful about using technology in their language teaching practices, owing to their lack of adequate digital competencies. The purpose of this research is to promote digital competencies and related components among the study participants. This investigation applies the 2019 Framework of Competency Profile for digital teachers. The results were obtained by quantitative analysis, using data collected from a sample of 151 language learners, all enrolled in BA English language programs across 8 universities in Saudi Arabia. The findings demonstrated participants’ highest and lowest digital competencies, leading the researcher to identify practical implications, particularly regarding how to conduct training to compensate for low competencies. The findings also revealed that there is no correlation between levels of study and digital competencies. There was also no influence of gender on digital competencies.

Keywords: Digital competence; language teachers; pre-service teachers; skills; training programs.