Reframing English language teacher education through multiliteracies in the digital age: A self-efficacy-mediated model of pedagogical competence

Multiliteracies, an approach that encompasses a wide range of literacy practices, has gained prominence in contemporary education, due to the increasing diversity of communication modes and the digital transformation of society. The present study investigates the association between pre-service teachers' multiliteracies, encompassing multimodal, digital, critical, and socio-cultural perspectives, and pedagogical competence with the mediating role of self-efficacy within the context of English language teacher education. For this purpose, a cross-sectional survey consisting of three validated questionnaires was administered to 484 pre-service teachers enrolled in English language teacher education. The data were then analyzed by using descriptive and inferential statistics, as well as structural equation modeling. The findings indicate that multiliteracies is positively associated with both self-efficacy and pedagogical competence, while self-efficacy is also positively associated with pedagogical competence. In addition, self-efficacy was found to mediate the relationship between multiliteracies and pedagogical competence within the proposed model. These results highlight the importance of integrating multiliteracies into English language teacher education curricula and fostering self-efficacy among pre-service teachers, which is associated with higher levels of pedagogical competence. • The study investigates the relationship between multiliteracies, self-efficacy, and pedagogical competence. • It involves pre-service teachers enrolled in English language teacher education programs. • There is a significant positive relationship between multiliteracies, self-efficacy, and pedagogical competence. • Self-efficacy plays a mediating role in the relationship between multiliteracies and pedagogical competence.