Purpose of the study: The article examines regulatory requirements for the formation of competence in the field of ICT for EFL teachers, declared by UNESCO and the Council of Europe, and ways of their practical implementation. The purpose of this study is to assess the effectiveness of the methodology for the formation of ICT-competency, developed and implemented by the authors to prepare competent and competitive EFL teachers.
Methodology: A comparative analysis method was selected to compile a review of regulatory documents. Then a critical analysis was used to specify the content and structure of EFL teachers ICT competency and to develop a methodology for the formation of the competency mentioned above. During the experimental training, we used pre-experimental and post-experimental testing for data collection, and statistical analysis methods for pedagogical research.
Main findings: Relying on the analysis of the conducted experimental training data, the authors have concluded that the developed methodology significantly contributes to the formation of the ICT-competency of an EFL teacher. Therefore, we can use the methodology mentioned above as one of the ways of realisation of regulatory documents requirements.
Application of this study: This study can be useful for educational institutions of various levels that prepare EFL teachers and want the graduates to be competent and competitive in today’s labour market. The methodology of ICT-competency formation described in the article can be implemented by those educators, who are looking for a way of practical realisation of the regulatory requirements of EFL teachers ICT-competency.
Novelty of this study: This study has proposed a new methodology of an EFL teacher ICT-competency formation based on today’s most authoritative regulatory documents – UNESCO ICT-Competency Framework for Teachers 2018 edition and Common European Framework of Reference for Languages 2018 edition.
