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digital competence: constructsThe 22 items concerning perceived digital competence in the first section were constructed in consonance with the six dimensions stated in the DigCompEdu framework that have been introduced above. The questionnaire items were grouped in six constructs as follows:

The order in which the items appear in the list below reflect their linear order and their association with their respective construct. In the survey that was administered to the respondents of this study, the items were disconnected from their constructs and mixed up – hence the non-linear order of numbers you find below. In the subsequent evaluation, all items were sorted back into the original order.

Professional Engagement

 w7. I can use digital technologies to collaborate with others, such as sharing English teaching ideas using Dropbox.

 w8. I use digital sources and resources for my professional development in my teacher training, such as attending online lectures or watching online tutorials.

 w16. I can critically reflect on my own digital English teaching practice.

Digital Resources

 w1. I can create new digital educational resources.

 w3. I can implement digital devices and resources in the English teaching process.

 w4. I can correctly apply privacy and copyright rules when using digital resources.

 w11. I can modify digital educational resources.

 w13. I can select appropriate digital resources for English teaching and learning.

Teaching and Learning

 w12. I can use digital technologies to encourage communication among learners.

 w14. I can offer support to learners with digital technologies.

 w17. I can help learners take more control of their own English learning with digital technologies.

 w18. I can design the use of digital technologies in lesson planning.

Assessment

 w9. I can use digital technologies to assess English learning.

 w15. I can analyze digital evidence on learners’ progress critically.

 w21. I can use digital technologies to provide targeted feedback to learners.

Empowering Learners

 w5. I can use digital technologies to make learners more engaged with English learning.

 w6. I know how to provide alternative digital tools for learners with special needs, e.g. visual or hearing impairments.

 w22. I can design personalized learning plans to meet individual students’ needs with the help of digital resources.

Facilitating Learners’ Digital Competence

 w2. I can equip learners with a positive attitude toward digital technologies.

 w10. I can encourage students to solve technical problems.

 w19. I can encourage learners to search for digital content.

 w20. I can help students express themselves in English through digital means.

attitudes toward digital technologies: constructsThe second section is composed of four constructs and 22 items targeting student teachers’ attitudes toward digital technologies. Three items in the first construct are reverse items denoted by REV. Reverse items are the opposite of other items in terms of meaning and need to be reversely scored, i.e. 1=completely disagree and 6=completely agree in this study. They are used to prevent the respondents from answering the questionnaire too carelessly.

Personal Feeling toward Digital Technologies

 w23. I am confident in my skills in using digital technologies.

 w25. I feel comfortable when using digital technologies.

 w28. Learning about digital technologies and using them is a waste of time. (REV)

 w34. I enjoy using digital technologies in learning and teaching.

 w36. I am worried about my data privacy. (REV)

 w44. I think digital technologies save my time and effort.

 w40. I think digital technologies are too distracting. (REV)

Attitudes toward Digital Technologies in Teaching and Learning

 w27. Digital technologies make the classroom a better place.

 w32. Digital technologies make English learning and teaching easier.

 w33. Digital technologies can help communication between the students and myself both in and out of the classroom.

 w37. Digital technologies must be used in current English learning and teaching.

 w38. I think digital technologies can help form better assessments.

 w43. I think digital technologies are appropriate for many English learning activities.

Attitudes toward the Influence of Digital Technologies on Students

 w26. I think digital technologies can motivate students.

 w31. I think digital technologies can satisfy students’ diverse needs.

 w39. Digital technologies can improve learner autonomy.

 w42. I think digital technologies are useful for students’ English learning.

Willingness to Use

 w29. I think I will keep up with the new developments in digital technologies.

 w30. I am willing to improve my skills in using digital technologies.

 w41. I think digital technologies have greatly improved my learning and teaching and will continue to do so in the future.

 w24. I should improve my digital competence in order to improve my future students’ digital competence.

 w35. I think I can become a better English teacher with the help of digital technologies.

How positive are your digital attitudes?

After going through the questionnaire items of digital attitudes above, reflect for yourself: Are you confident and comfortable using digital technologies? If not, why? What are your concerns and worries regarding the use of digital technologies in teaching and learning?