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 presentation is to promote digital competencies and related components among the study participants - language teachers. This investigation applies the 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. These learners are considered pre-service English language teachers, as they are near graduation. The findings demonstrated participants’ highest and lowest digital competences, leading the researcher to identify practical implications, particularly regarding how to conduct training to compensate for low competencies.

---

Abstract Summary
The summary has shown that there is no correlation between levels of study and digital competencies. There was also no influence of gender on digital competencies. From such summary, the researcher concluded that the identification of competencies is essential for instructors, educators, administrators and policymakers, in order to design more effective and appropriate training programs for teachers in each context. Finally, the findings provided realistic analysis of the components and sub-components related to digital competencies among the target audience.

Authors:
Ahmed Al Khateeb, King Faisal University, Saudi Arabia

About the Presenter(s)
Professor Ahmed Al Khateeb is a University Associate Professor/Senior Lecturer at King Faisal University in Saudi Arabia

See this presentation on the full schedule – On Demand Schedule

Bookmark