Between digital competence and English classroom practice: a look at what teachers do in Ecuadorian contexts

Abstract

The integration of technology into English language teaching depends not only on the availability of digital tools but also on teachers’ competence in using them for pedagogical purposes. This study aimed to analyze the relationship between teachers’ digital competence and actual technology-mediated classroom practices in English language teaching within Ecuadorian contexts. A mixed-methods approach was adopted, using a cross-sectional descriptive design. Data were collected through the 22-item DigCompEdu Check-In, a 12-item structured observation instrument based on the ICAP-TS framework, semi-structured interviews, and a review of teachers’ lesson plans. The findings indicate a favorable level of digital competence; however, passive and active uses of technology predominated over constructive and interactive practices. The triangulation of data also revealed a gap between self-reported competencies, instructional planning, and observed classroom practices. In addition, factors such as Internet connectivity, device availability, preparation time, and continuing professional development may constrain more advanced forms of pedagogical technology integration. These findings highlight the need to strengthen teacher professional development aimed at transforming technological proficiency into meaningful and context-appropriate instructional decisions.