Validation of a Model for Enhancing the Quality of English Language Education Based on Digital Competence in Language Institutes
Keywords:
English language education quality, digital competence, language institutes, structural equation modeling, Digital transformationAbstract
This study aimed to design and validate a model for improving the quality of English language education based on teachers’ digital competence in language institutes. This applied mixed-methods sequential exploratory study employed thematic analysis of semi-structured interviews with 15 experts in language education and educational technology to develop a conceptual model and researcher-made questionnaire, followed by a quantitative survey of 380 managers, teachers, and academic staff selected through multi-stage cluster sampling from language institutes in Tehran, with data analyzed using SPSS and AMOS through exploratory and confirmatory factor analyses and structural equation modeling, and reliability and validity assessed via Cronbach’s alpha, composite reliability, and convergent validity indices. Structural equation modeling revealed that teachers’ digital competence exerted the strongest significant direct effect on instructional quality, quality enhancement indicators had a moderate significant effect, organizational management showed a weak but significant effect, while technological infrastructure had no significant direct effect; model fit indices confirmed strong overall model adequacy and all constructs demonstrated high reliability and acceptable convergent validity. The findings indicate that sustainable improvement in English language education quality primarily depends on strengthening teachers’ digital competence rather than expanding technological infrastructure alone.
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