ICT Teaching Competency and Development Needs of Pre-service EFL Teachers in China: A Mixed-Methods Study
Keywords:
ICT teaching competency; mixed methods; blended learning readiness; China; needs analysisAbstract
It has become essential to integrate information and communication technology (ICT) into teacher education. However, there is little evidence of ICT teaching competency gaps and the development needs of pre-service teachers of English as a foreign language (EFL). This study investigated pre-service EFL teachers’ ICT teaching competency, examined their readiness to engage in blended learning as learners themselves, and identified key areas for further development. A convergent mixed-methods design was adopted. Quantitative data were collected from 203 Chinese pre-service EFL teachers using the ICT Teaching Competency Self-Assessment Scale and Blended Learning Readiness Scale, and qualitative data were collected through semi-structured interviews with six teacher educators. The findings indicate that pre-service EFL teachers reported a moderate level of teaching competency in ICT. Basic Technological Literacy had the highest mean score, whereas Technology-Supported Teaching had the lowest, indicating that the pre-service teachers faced challenges in applying ICT in pedagogically meaningful practices. Participants also reported moderate readiness to engage in blended learning, and comparatively even lower online learning readiness. The qualitative findings expose teacher-centered instruction, limited teaching practice opportunities, insufficient ICT integration modeling and inadequate pedagogically oriented training as perceived constraints on competency development. Three key areas requiring further development were identified: integrating ICT more strongly in teaching practices, enhancing readiness to engage in online learning, and providing more practice-based learning opportunities. The findings provide empirical evidence to inform curriculum design and ICT-related training in pre-service EFL teacher education.
https://doi.org/10.26803/ijlter.25.9.31
References
Aslan, A., & Zhu, C. (2015). Pre-service teachers’ perceptions of ICT integration in teacher education in Turkey. Turkish Online Journal of Educational Technology, 14(3), 97–110.
Best, J. W., & Kahn, J. V. (2006). Research in education (10th ed.). Pearson Education.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Buluma, A., & Walimbwa, M. (2021). Blended learning pedagogy and the development of digital competences among teacher trainees in a predominantly face-to-face teacher education program. SN Social Sciences, 1(4), Article 87. https://doi.org/10.1007/s43545-021-00090-0
Çebi, A., & Reiso?lu, ?. (2020). Digital competence: A study from the perspective of pre-service teachers in Turkey. Journal of New Approaches in Educational Research, 9(2), 294–308. https://doi.org/10.7821/naer.2020.7.583
Cengiz, B. C., & Kaçar, I. G. (2024). Pre-service EFL teachers’ online language teaching and their TPACK development. Novitas-ROYAL (Research on Youth and Language), 18(1), 48–67. https://doi.org/10.5281/zenodo.10972972
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE.
Elmahdi, O. E. H., Osman, W. A. E., Elamin, Y. M., Elyasa, Y. M., Mudawe, O. M. N., Alteib, I. A., Khurram, S. S., Mohammed, A. F. A., Mahjoub, G. A., Ali, F. R. R., & Ahmed, H. M. M. (2025). Integration of ICT tools in elementary EFL education: A mixed methods study of teacher perspectives and implementation challenges in Saudi Arabia. Forum for Linguistic Studies, 7(3), 697–713. https://doi.org/10.30564/fls.v7i3.8508
Fearnley, M. R., & Amora, J. T. (2020). Learning management system adoption in higher education using the extended technology acceptance model. IAFOR Journal of Education, 8(2), 89–106. https://doi.org/10.22492/ije.8.2.05
Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp. 3–21). Pfeiffer.
Hughes, S. P., Corral-Robles, S., & Ortega-Martín, J. L. (2023). Let’s get digital: ICT training needs in pre-service language teaching. Education Sciences, 13(12), Article 1238. https://doi.org/10.3390/educsci13121238
Hung, M.-L., Chou, C., Chen, C.-H., & Own, Z.-Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55(3), 1080–1090. https://doi.org/10.1016/j.compedu.2010.05.004
Ihnatova, O., Zhovnych, O., & Drobakha, L. (2022). The effectiveness of blended learning in English teacher training. Journal of Teaching English for Specific and Academic Purposes, 10(3), 377–388. https://doi.org/10.22190/jtesap2203377i
Kaliisa, R., Palmer, E., & Miller, J. (2019). Mobile learning in higher education: A comparative analysis of developed and developing country contexts. British Journal of Educational Technology, 50(2), 546–561. https://doi.org/10.1111/bjet.12583
Kaminskien?, L., Järvelä, S., & Lehtinen, E. (2022). How does technology challenge teacher education? International Journal of Educational Technology in Higher Education, 19(1), Article 64. https://doi.org/10.1186/s41239-022-00375-1
Kingsley, E., Asemota, R., & Kyaune, W. H. (2026). Teacher educators: Perceptions of technology integration in pre-service teacher education. Spanish Journal of Innovation and Integrity, 52, 116–130. https://www.sjii.es/index.php/journal/article/view/1058
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
Kulaks?z, T., & Toran, M. (2022). Development of pre-service early childhood teachers’ technology integrations skills through a praxeological approach. International Journal of Educational Technology in Higher Education, 19(1), Article 36. https://doi.org/10.1186/s41239-022-00344-8
Laudari, S., & Maher, D. (2019). Barriers to ICT use in EFL teacher education courses in Nepal: An activity theory perspective. Journal of NELTA, 24(1–2), 77–94. https://doi.org/10.3126/nelta.v24i1-2.27681
Leba, S. M. R., & Temaja, I. G. B. W. B. (2023). The integration of ICT in the classroom: Pre-service EFL teachers’ experiences. Journal of Education Technology, 7(2), 372–380. https://doi.org/10.23887/jet.v7i2.58442
Limbong, E., Setiawan, I., & Hamilton, A. (2024). Bridging the gap: The reality of digital technology integration by Indonesian pre-service EFL teachers. Script Journal: Journal of Linguistics and English Teaching, 9(1), 58–78. https://doi.org/10.24903/sj.v9i1.1524
Lu, C., Lee, J. C.-K., & Gu, M. M. (2025). Integrating digital technologies into teaching: A study on pre-service language teachers’ perceptions and practice. Education and Information Technologies, 30(14), 19537–19557. https://doi.org/10.1007/s10639-025-13511-x
Moeini, H. (2008). Identifying needs: A missing part in teacher training programs. Seminar.Net, 4(1). https://doi.org/10.7577/seminar.2488
Pazilah, F. N., Hashim, H., Yunus, M. M., & Rafiq, K. R. M. (2024). Exploring Malaysian ESL pre-service teachers’ perceptions on knowledge of learners, digital literacy and 21st century competency. International Journal of Learning, Teaching and Educational Research, 23(1), 300–317. https://doi.org/10.26803/ijlter.23.1.15
Pradas-Esteban, F., & Tabuenca Cuevas, M. F. (2024). Digital competence training of EFL primary pre-service teachers: A systematic review of the Spanish context. Journal of Curriculum and Teaching, 13(5), 357–373. https://doi.org/10.5430/jct.v13n5p357
Rakerda, H., Lathif, M., Amalia, R., Bowo, T. A., & Afandi, R. A. (2025). From knowledge to practice: Investigating the TPACK integration of Indonesian pre-service EFL teachers. Voices of English Language Education Society, 9(1), 71–85. https://doi.org/10.29408/veles.v9i1.29414
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, Article 103701. https://doi.org/10.1016/j.compedu.2019.103701
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu (Y. Punie, Ed.). Publications Office of the European Union. https://doi.org/10.2760/159770
Ren, Y. Q., Yan, H. B., & Li, X. Y. (2018). Shifansheng xinxihua jiaoxue nengli biaozhun jiedu [Interpreting the ICT teaching competency standards for pre-service teachers]. Dianhua jiaoyu yanjiu [E-Education Research], 39(10), 5–14. https://doi.org/10.13811/j.cnki.eer.2018.10.001
Ridha, N., & Fithriani, R. (2023). EFL pre-service teachers’ perception of technology integration in English language instruction. Research and Development Journal of Education, 9(1), Article 431. https://doi.org/10.30998/rdje.v9i1.16933
Shakeel, S. I., Haolader, M. F. A., & Sultana, M. S. (2023). Exploring dimensions of blended learning readiness: Validation of scale and assessing blended learning readiness in the context of TVET Bangladesh. Heliyon, 9(1), Article e12766. https://doi.org/10.1016/j.heliyon.2022.e12766
Shen, R. H., & Yang, Y. L. (2020). 2.0 shidai xia shifansheng xinxihua jiaoxue nengli xianzhuang diaocha ji tisheng celue yanjiu [Current situation investigation and promotion strategy research of pre-service teachers’ teaching competency of information and communications technology in the 2.0 era]. Chongqing shifan daxue xuebao (shehui kexue ban) [Journal of Chongqing Normal University (Edition of Social Sciences)], (1), 80–88.
Tondeur, J., Van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–575. https://doi.org/10.1007/s11423-016-9481-2
Tondeur, J., Van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134–144. https://doi.org/10.1016/j.compedu.2011.10.009
UNESCO. (2018). UNESCO ICT competency framework for teachers (Version 3). https://unesdoc.unesco.org/ark:/48223/pf0000265721
Vo, T. K. A., Pang, V., & Wah, L. K. (2020). Evaluating Vietnam’s pre-service English teacher education program for technology integration in education. Computer-Assisted Language Learning Electronic Journal, 21(3), 8–22. https://callej.org/index.php/journal/article/view/308
Wang, W., Yan, H. B., Wei, F., Li, X. Y., & Yang, X. X. (2023). Developing pre-service teachers’ ICT teaching competency: Supporting elements, major issues, and possible paths—analysis based on the survey of 20 normal universities and colleges. Frontiers of Education in China, 18(2), 145–158. https://doi.org/10.3868/s110-008-023-0010-4
Wijayanto, B., Sumarmi, S., Utomo, D. H., Handoyo, B., & Aliman, M. (2023). Development of E-module based on geospatial technology to improve TPACK competencies of geography pre-service teacher: A needs analysis review. TEM Journal, 12(2), 1190–1200. https://doi.org/10.18421/TEM122-65
Yan, H. B., Li, X. Y., & Ren, Y. Q. (2018). Shifansheng xinxi jishu yingyong nengli ziping gongju de kaifa yu yanzheng [Development and validation of self-measurement tools for pre-service teachers’ ICT competency]. Dianhua jiaoyu yanjiu [E-Education Research], 39(1), 98–106.
Zeng, M., Abdullah, Z., & Cheah, K. S. L. (2025). Pre-service teachers’ digital competence: A systematic review of factors, frameworks, and global patterns. International Journal of Learning, Teaching and Educational Research, 24(8), 218–247. https://doi.org/10.26803/ijlter.24.8.10
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Jing Shi, Khairul Azhar Jamaludin, Hanita Hanim Ismail
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
