Investigating the digital proficiency of English as a Foreign Language (EFL) educators in association with their professional identity

Abstract

The current technological disruption involves educational reorientation as an enhancement of education for sustainable development. In the realm of English language education, teachers’ professional development is expected to better overcome new educational circumstances, of which one of the variables is digital competence as the influential factor for technology integration in the educational field. A case study involving 5 EFL teachers from different domains and educational backgrounds was intended to dismantle EFL teachers’ digital competence manifested in their professional identity (PI). DigCompEdu framework (Redecker & Punie, 2017)  and teachers’ personal interpretative framework (Kelchtermans, 1993) guided the thematic analysis. Following the DigCompEdu framework, organizational communication, professional collaboration & reflective practice were disclosed as contributing factors to support EFL teachers’ PI development. Besides, abreasting the teachers’ personal interpretative framework, task perception and job motivation were unraveled as digital competency manifested in EFL teachers’ PI. In general, the accentuated data analysis pointed out that EFL teachers possessed multiple identities that are alternate in social interaction and pedagogical implication. The findings are deemed valuable to inform the teachers’ excessive values and beliefs of digital competency in relation to their PI. EFL practitioners are able to self reflect the findings into their contextual experiences. Educational institutions, government, and other nested education stakeholders are suggested to equip practical supports towards EFL teachers’ digital competence development. Finally, limitations of the study and suggestions for further research are discussed.

Keywords : CALL; digital competency; EFL teacher; professional identity; teacher professional development.