With the rapid advancement of technology, digital literacy has become a key component in educators’ professional development. A wide range of assessment tools has been developed to measure teacher digital literacy; however, there has been no previous attempt to systematically synthesize and scrutinize those tools to improve evaluation of this ability among educators. The current study reviews literature on instruments that assess teacher digital literacy with the purposes of ascertaining the main aspects of it that recent researchers focus on in their evaluation, instrument types used for assessment, and the reliability and validity report, as well as the frameworks or models used to design assessment tools. The review selected 33 English-language publications in the field of educational technology from peer-reviewed journals indexed in the Education Resources Information Center (ERIC), Web of Science, and Scopus. The study period spanned from 2011 to 2022 with the objective of reviewing the tools used to assess teacher digital competence. The major findings demonstrate that scholars focus on digital competence in teachers’ use of educational technology, teaching and learning, professional development, and support for learners through digital competence. Other researchers emphasize the ability of educators to apply technology to the assessment of learner outcomes or to empower students in using technology to enhance learning. Additionally, self-evaluation instruments are common, whereas a few studies promote subjective evaluation in combination with objective assessment to provide a comprehensive understanding of teacher digital competence. The results form the basis for several recommendations for future research for the further examination of teacher digital literacy.

The study analyses teachers’ perceptions of methods, teacher roles, success and evaluation in PBL and traditional classroom instruction. The analysis is based on empirical data collected in primary schools and vocational secondary schools. An analysis of 109 questionnaires revealed numerous differences based on degree of experience and type of school. In general, project-based methods were preferred among teachers, who mostly perceived themselves as facilitators and considered motivation and transmission of values central to their work. Teachers appeared not to capitalize on the use of ICT tools or emotions. Students actively participated in the evaluation process via oral evaluation.

This study examines language learning strategy (LLS) use in connexion with foreign language attitude, proficiency and general school achievement among lower secondary students in Years 5 and 8 (n = 868) in Hungary. An adapted version of the Strategies Inventory for Language Learning questionnaire was used for data collection. The results showed that Hungarian students mainly engage in metacognitive strategies in both years. Differences between more and less proficient language learners’ strategy use have also been found. With regard to the effect of LLS on foreign language attitude, the foreign language mark and school achievement, path analysis indicated a good fit in both years. The metacognitive, social and memory strategies primarily influenced foreign language attitudes and marks in Year 5. The metacognitive strategies had a slight impact on school achievement as well as on foreign language marks. We demonstrated the dominant effect of metacognitive strategies and the low effect of memory strategies in Year 8. In addition, metacognitive strategies also influenced foreign language marks. The effect of foreign language marks on school achievement was also remarkable. There was a strong impact on the children’s attitudes through these variables.

The current research investigates the digital literacy levels of 1661 English as a foreign language (EFL) learner at Vietnamese universities. We used an adapted questionnaire to assess students’ digital knowledge and their perceived skills, their attitudes toward the use of digital technologies, and the frequency of use of technology applications in English learning. The findings reveal that most Vietnamese students can access digital technologies at home and in their institutions. Furthermore, students achieve an adequate level of knowledge regarding digital literacy, and their technological skills range from low to average. Students’ attitudes toward technologies are positive, but they do not use technologies extensively when learning English. Comparisons show that males have better digital knowledge and skills than their female peers. Although female students are more aware of the digital integration benefits of learning than their male peers, males tend to use technologies more extensively than females. There are also discrepancies among different year groups. Seniors have the best digital knowledge, while freshmen possess the highest technical skill levels. Junior and senior students’ attitudes toward technology applications in English learning are more positive than those of freshmen and sophomores.

The main objective of the present research is to validate a Self-Regulated Foreign Language Learning Strategy Questionnaire based on previous research, conceptualised in a strategy inventory for language learning and self-regulated language learning. A total of 2223 lower secondary school children participated in the study. After the questionnaire development process, children completed the questionnaire online. Confirmatory factor analyses (CFA) were conducted through structural equation modelling (SEM) to assess our hypothesised six-factor structure model. The results of the CFA validated a five-factor correlated model with metacognitive, cognitive, meta-affective, meta-sociocultural-interactive and sociocultural-interactive factors, while the affective factor was not included. Internal and composite reliability confirmed the consistency of our factors, and convergent validity provided evidence for significant relationships between them. Our results draw attention to the complexity of language learning strategy use, which spans cognitive, affective and sociocultural factors as well as their ‘meta’ approaches. A more concrete distinction demands further investigation and a more accurate design of the questionnaire in the affective field.