It is essential for second/foreign/additional language teachers to develop their digital competence in digital environments. This article explores language teacher development in digital technology integration in terms of exploration, communication, collaboration, and reflection (ECCR). It presents the results of a study that investigated how language teachers explore, communicate, collaborate, and reflect for technology-enhanced language teaching (TELT), how they approach ECCR, how much they engage with ECCR activities, and what support they need to improve their competence in TELT. Data were collected from an online questionnaire and semi-structured interviews with groups of in-service language teachers in Hong Kong and Taiwan. Findings indicate that the teachers in both countries are engaged with various ECCR activities with different interests and competencies in their contexts. They enhance our understanding of language teacher development and provide implications for professional development with ECCR. Copyright ©2024 Online Learning Consortium.

Background: Since the outbreak of COVID-19, universities in Hong Kong have implemented online and hybrid teaching modes, making computer-assisted language learning (CALL) a primary way for English learning. Research on English learning motivation and self-regulation has seldom considered learners' emotions (satisfaction and preparedness) and the synchronic online courses in a CALL context. Objectives: This study analyses the relationship between Hong Kong university students' motivation and self-regulation by considering their emotions in computer-assisted synchronic online English courses. Methods: 311 Hong Kong university students were invited to complete two questionnaires that investigated students' motivation and self-regulation in computer-assisted online English courses. SPSS 26 was employed for exploratory factor analysis (EFA) to extract factors and exclude unsuitable items, and confirmatory factor analysis (CFA) was performed to verify the results of EFA. One-way ANOVA was conducted to detect the impact of personal emotion on motivation and self-regulation. AMOS 26 was adopted to construct a structural equation model (SEM) to explore the relationship between motivation and self-regulation in the CALL context. Results and Conclusions: The results show that satisfaction and preparedness positively correlate with online English learning motivation and self-regulation. Instrumentality-attitude significantly predicts all factors of self-regulation via SEM and goal setting significantly predicts all factors of motivation. With feasible English learning goals, Hong Kong university students are more proactive in learning English online where they actively interact with teachers and peers. Implications: Based on the L2 self-system (Dörnyei, The psychology of the language learner: Individual differences in second language acquisition, 2005) and self-determination theory (Barnard et al., Internet and Higher Education, 2009, 12, 1–6), this study clarifies the relationship

Hong Kong was one of the first public school systems in the world to shift to online learning in response to the COVID-19 pandemic. Primary and secondary school language teachers had to adapt instruction to cater to their students' diverse linguistic and educational needs. Drawing from the European Framework for the Digital Competence of Educators (DCE), the current study examines the experiences of primary and secondary school English language teachers' digital competence as they navigated digital resources, teaching and learning, assessment, and empowering learners in an emergency remote teaching context. Using a two-stage design, this study drew from qualitative survey data (N = 73) and follow-up interviews (N = 10). Findings illuminate how language teachers responded to their students' educational and linguistic needs in online environments. Notably, educators adapted their virtual instruction to cater to students with varying English language proficiency levels and leveraged both synchronous and asynchronous platforms to best support student learning. Moreover, the current study sheds light on how the DCE framework might be used as a tool to assess the digital competencies of educators and better prepare them for virtual teaching. It concludes with a call for more research on emergency remote teaching, particularly within primary and secondary language classrooms. • The current study examines the digital competence of primary and secondary school language teachers in Hong Kong. • The study uses a Digital Competencies Framework to understand digital resources, pedagogy, assessments and learners online. • Teachers engaged in strategic decision-making about synchronous and asynchronous technologies for instruction. • Teachers also reconsidered the purpose and process of lesson preparation, student engagement and assessments. • Implications for equipping teachers with digital competence through teacher training and ongoing development are discussed. Copyright © 2021

Digital technology plays a crucial role in modern second/foreign language education. Enormous changes in technology and the growing emphasis on 21st century skills raise a concern about English as a foreign language (EFL) teachers’ competencies in computer-assisted language learning (CALL) more than ever. In response to the mounting concern, this study investigates pre-service EFL teachers’ readiness in the use of CALL in the Hong Kong context. It explores the experiences and self-efficacy of participants with respect to the evaluation of the current English teacher education curriculum for CALL at a university in Hong Kong and factors affecting the participants’ acceptance and willingness to use CALL. In-depth interviews were conducted with six pre-service EFL teachers to reveal the reality of the teachers’ attitudes, perceptions and experiences regarding the use of technology. Findings provide insights into the significance of language teacher education in CALL and ways for fostering pre-service EFL teachers’ knowledge and skills in the implementation of CALL. Practical implications are made for effective teacher training for CALL in EFL contexts.
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