ICT Teaching Competency and Development Needs of Pre-service EFL Teachers in China: A Mixed-Methods Study

Abstract

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.