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A Closed-Loop "Assessment-Training-Research-Implementation" Model for Enhancing University EFL Teachers' Digital Literacy: A School-Based Study

Author(s)

Xiuwen Li*, Ting Zhao

Affiliation(s)

School of Foreign Languages, Changchun University of Technology, Changchun, Jilin, China *Corresponding Author

Abstract

Against the dual background of New Liberal Arts construction and educational digital transformation, conventional teacher training usually emphasizes lectures over diagnosis, uniform instruction over stratified strategies, and training delivery over practical transfer, lacking a system connecting diagnosis, learning, practice and reflection together and making it difficult to achieve systematic and school-based improvement. To address this gap, this study draws on Teacher Professional Development, Action Research and Community of Practice to construct a, closed-loop model for the school-based improvement of university EFL teachers’ digital literacy, namely "assessment – training – research - implementation". A one-year action research was conducted in the school of foreign languages of a local university through questionnaires, interviews, case studies and classroom observations. Results show significant improvement of participating teachers’ digital literacy across technical operation, teaching integration, digital ethics, and AI application. Teachers also turn from knowledge transmitters to learning designers, guides, and AI collaborators. This model provides an operational path for the systematic and school-based improvement of university EFL teachers’ digital literacy and can be further extended to other disciplines and institutions.

Keywords

Digital literacy; University EFL teacher; Assessment – training – research - implementation; Teacher professional development

References

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