Enhancing digital competency in EFL teacher education: Investigating graduate-level student teacher’s design and implementation of digital materials

Abstract

In modern educational technology, the digital competencies necessary for effective English language instruction remain relatively unexplored. This research addresses this knowledge gap by examining a graduate-level course designed to prepare prospective EFL student teachers with the essential skills to create digital teaching resources. Grounded in the SAMR framework, this investigation aims to introduce a new pedagogical design reflecting the progression of digital evolution. The primary goal is to determine the overall effectiveness of this structured approach in enhancing graduate students’ digital proficiency and instructional capabilities. By utilizing the SAMR model, the study hopes to establish a standard for assessing technology integration in pedagogical training, thereby improving the digital skills of upcoming EFL instructors across diverse technological platforms. The research narrative is presented across two interconnected academic settings: a graduate module emphasizing practical expertise in developing digital assets and a parallel online undergraduate English module for implementing these digital materials. The findings highlighted both the transformative potential of digital tools and the challenges in their adoption, emphasizing the necessity for training that integrates both technical aspects and pedagogical principles. This study provided strategic insights for curriculum developers in teacher education and offered guidance for future English instruction.