This conceptual study explores the integration and application of digital literacy (DL) in the training of English as a Foreign Language (EFL) preservice teachers at Chinese normal universities. It reflects on the current digital competencies of preservice teachers, the challenges they face in integrating technology into their pedagogy, and the effectiveness of existing teacher preparation programs (TPPs) in fostering essential digital skills. By critically analyzing the alignment of teacher training curricula with the digital demands of modern classrooms, this article identifies key areas for improvement and suggests innovative strategies for enhancing DL in teacher education. The study emphasizes the importance of bridging the gap between theoretical knowledge and practical application, offering recommendations for curriculum redesign and the integration of hands-on digital experiences. The goal is to contribute to the broader educational discourse on how DL can be more effectively embedded in EFL education, ultimately preparing future teachers to navigate the digital landscape of contemporary classrooms.
Cite this paper
Sun, W. and Zou, D. (2024). Exploring the Digital Literacy of EFL Preservice Teachers: Application and Enlightenment in Chinese Normal Universities. Open Access Library Journal, 11, e2275. doi: http://dx.doi.org/10.4236/oalib.1112275.
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