Abstract

In the digital intelligence era of education, digital competence has emerged as a critical issue in the professional development of foreign language teachers. However, there are relatively few digital competence assessment scales specifically designed for this group. Furthermore, the evaluation concepts and frameworks will likely evolve alongside advancements in digital technology. In this context, this study develops a digital competence assessment scale for foreign language teachers based on relevant theoretical frameworks. The scale comprises 45 question items across three dimensions: language professional ability, language teaching ability, and the promotion of language learners' development. Data were collected from a sample of 1,066 students across five universities in China and were statistically analyzed using Cronbach's coefficients, AMOS model fitting tests, degrees of freedom, chi-square tests, and other statistical methods. The results indicate that the scale demonstrates satisfactory internal reliability and structural validity. These findings empirically support the scale as a multidimensional evaluation system for the digital competence of foreign language teachers and an effective research tool for scientifically assessing their digital competence levels

Keywords

Digital competence foreign language teachers; scale formulation; scale verification

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