Speaker
Description
In the context of rapid digital transformation in education, digital literacy has become an essential competency for pre-service English teachers (Tomczyk & Fedeli, 2022). However, research on assessing this form of literacy in Vietnam remains limited, particularly among pre-service teachers, and even fewer studies have focused on the development of comprehensive frameworks to assess this competence (Nguyen et al., 2026). Addressing this gap, this study is conducted with English-majored students at a national university in Northern Vietnam with an aim to develop a contextually relevant framework for assessing digital literacy among pre-service English teachers in Vietnam. Drawing on a systematic review of prominent frameworks, including Technological Pedagogical Content Knowledge (TPACK), the European Framework for the Digital Competence of Educators (DigCompEdu), and other relevant models, the study examines their conceptual foundations, assessment dimensions, and applicability in teacher education. Based on this synthesis, the study identifies key components of digital literacy, such as technical proficiency, pedagogical integration, and critical digital awareness, while also highlighting limitations related to contextual adaptability and disciplinary specificity. This research contributes to the literature on digital competence by offering a context-sensitive assessment framework and provides practical implications for curriculum design, teacher training, and policy development to enhance the digital readiness of future English teachers in Vietnam.
