Abstract

This case study investigates the digital literacy practices of pre-service English as a Foreign Language (EFL) teachers within the context of private language schools. With the increasing integration of technology in language teaching, understanding pre-service teachers' digital literacy skills and practices is crucial for effective pedagogical preparation. The study employs a qualitative approach, utilizing interviews, observations, and document analysis to explore how pre-service EFL teachers engage with digital technologies in their teaching and learning processes. Findings reveal the diverse digital literacy practices of pre-service teachers, including their use of social media, educational platforms, digital resources, and communication tools. Moreover, the study examines the challenges and opportunities encountered by pre-service teachers in developing their digital literacy skills. The implications of the study inform teacher education programs, suggesting the need for curriculum revisions and professional development initiatives to better prepare pre-service EFL teachers for the digitalized educational landscape of private language schools.