Digital Literacy and Self-Efficacy of English Language Teachers in South Asia

Pedagogical interventions using machine-generated language have advanced sufficiently to investigate the current efficacies and competencies of practitioners responsible for classroom instruction. This study examines the intersection of digital literacy and instructional self-efficacy among English language teachers in South Asia. In an era of expanding educational technology, it addresses how teachers’ technological proficiency relates to their confidence and teaching effectiveness. Employing an integrative literature review and thematic analysis, the research synthesizes findings from diverse studies on technology integration, teacher training, and digital skill development in South Asian classrooms. The analysis reveals a strong positive association between teachers’ digital competencies and their self-efficacy. The review notes significant variation in proficiency: younger or recently trained educators often demonstrate stronger digital fluency, while others may rely mainly on basic skills. Educators with higher proficiency in digital tools—from basic productivity software to advanced content creation and collaboration platforms—report greater confidence in integrating technology into language instruction. This, in turn, leads to more innovative, engaging, and effective teaching practices. Conversely, shortcomings in advanced digital skills, limited access to reliable infrastructure, and inadequate institutional support often undermine teacher confidence and impede the adoption of new pedagogical tools. The study concludes that overcoming these barriers requires structured, ongoing professional development and context-specific integration of technology. It underscores the importance of tailored training programs and supportive institutional policies that align with the actual needs of language teachers. By reinforcing teachers’ digital capacities through targeted resources and sustained support, education systems can empower educators to leverage technology in pedagogically meaningful ways. Ultimately, these measures contribute to closing the digital divide and enhancing language learning outcomes across the region.