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.

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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