B2 Level Research Articles

The Importance Of Task-Based Teaching Method In Foreign Language Acquisition In ESP Groups Of Higher Education Universities In Uzbekistan (On The Example Of English)

Introduction. In recent years, the Task-Based Teaching Method (TBTM) has gained recognition as an effective approach to teaching English for Specific Purposes (ESP) in higher education system in Uzbekistan. This method emphasizes learning through tasks that are meaningful and relevant to students, allowing them to develop language skills in real-world contexts. The implementation of TBTM in ESP groups has brought about significant changes in the way English is taught and learned in Uzbekistan, contributing to the overall improvement of language acquisition among students. The purpose of the article is to analyze and identify the significance of Task-Based Teaching Method as a beneficial approach for ESP students in acquiring foreign languages efficiently at universities. Study participants and methods. The research involved 111 students (54 students in 2022 and 57 students in 2023) who were enrolled in the faculties of Economics and Pedagogy at the University of Economics and Pedagogy to test the importance of Task-based teaching method on acquiring foreign languages. This university is one of the most prestigious universities in Uzbekistan which carries out immense research activities. A total of 111 undergraduate (freshman and sophomore) students took part in the observation, analytical and experimental researches which were applied for assessing the effectiveness of the Task-based teaching method in ESP groups. Results. The result precisely indicate that Task-based teaching method which emphasizes the use of authentic, meaningful tasks as the primary focus of instruction, has been recognized for its ability to enhance learners' language proficiency and prepare them for real-world communication. In 2022, 47 (87%) of the total 54 students of the Faculty of Economics, who were taught English using the Task-based teaching method, obtained the upper intermediate B2 level. And according to the results of our research conducted in 2023, a total of 49 (85 %) of the 57 students of the Faculty of Pedagogy who participated in our research reached the upper intermediate level thanks to our use of the Task-based teaching method in the framework. Based on the results obtained from the conducted research, we can undoubtedly convey that TBTM is highly fruitful in all levels of ESP groups in educational process. Conclusion. In conclusion, the Task-based teaching method has proven to be a valuable approach in promoting foreign language acquisition in ESP groups in higher education universities in Uzbekistan, particularly in the context of English. By emphasizing meaningful tasks, authentic communication, and real-world application, TBTM can enhance students' language proficiency, communication skills, and readiness for academic and professional success. While there may be challenges and criticisms associated with TBTM, the potential benefits far outweigh the drawbacks. Moving forward, further research and development in the field of TBT in ESP groups can help optimize language learning outcomes and provide holistic language education for students in Uzbekistan.

A DIDACTICAL APPROACH TO FOSTERING LANGUAGE SENSITIVITY IN MULTILINGUAL CLASSROOM SETTINGS: THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES (CEFR) AS A TOOL TO UNITE NATIONS

The article emphasizes the crucial role of language proficiency as well as language sensitivity, especially within multilingual classroom environments, underlining the significance of adhering to the Common European Reference of Languages (CEFR) as a means of fostering global cohesion. It underscores the importance of aligning Ukraine’s educational strategies with international standards, particularly emphasizing the value of foreign language education. Furthermore, the paper stresses the necessity for foreign language teachers to acquire adequate didactical and methodological competencies, an awareness for language sensitivity, and intercultural understanding. It describes Austria’s successful implementation of the CEFR in language assessment, illustrating its pivotal role in standardized examinations and its broad international recognition. Specifically, the article outlines the structure of Austria’s Matura exam for foreign languages, which evaluates reading, listening, language in use, and writing, with a mandatory requirement to achieve a B2 level of CEFR proficiency. It suggests that standardized assessment formats, based on CEFR levels, mitigate stigmatization and ensure fairness in evaluation. Consequently, the paper recommends integrating the CEFR into Ukraine’s educational system to foster language proficiency and enhance language sensitivity in multilingual classrooms. It advocates training programs for language teachers on CEFR implementation and assessment, with the aim of fostering European unity through language education. The article suggests incorporating CEFR principles into Ukraine’s educational reform «New Ukrainian School», and underscores the importance of collaboration between Austrian and Ukrainian educators and researchers in achieving this goal.

An Investigation into the Relationship Between Metacognitive Knowledge and Writing Achievement of Turkish EFL Learners

Writing poses a substantial yet demanding challenge for individuals learning English as a foreign language (EFL). In contemporary frameworks, this skill is characterized as a complex, recursive, strategic, and multifaceted process that engages both cognitive and metacognitive faculties. Consequently, recent decades have witnessed a burgeoning body of research spotlighting the pivotal role of metacognition in EFL writing. This study, employing an explanatory sequential mixed methods approach, set out to delve into the depth of metacognitive awareness among Turkish EFL students concerning English writing. The study encompassed a cohort of 120 Turkish EFL students at the B2 level. To gauge the participants' metacognitive understanding concerning the variables of person, task, and strategy, a questionnaire was administered. Additionally, interviews were conducted with 35 participants to augment and elucidate the quantitative findings. Analyzing the data disclosed that participants exhibited an average level of knowledge with respect to person and strategy dimensions, but they demonstrated a robust understanding of the task dimension. Further scrutiny through correlation analysis, which explored the link between students' writing achievement and their metacognitive awareness, revealed a weak positive relationship between students' writing proficiency and their comprehension of both person-related and strategy-related aspects. In contrast, there was no statistically significant correlation between task-related knowledge and writing achievement. Content analysis of the findings shed light on noteworthy disparities among high-achieving, average-achieving, and low-achieving EFL writers concerning their grasp of metacognitive knowledge. In alignment with their writing performance, high-achieving writers outperformed their counterparts in all the metacognitive subcategories.

An Analysis of Turkish EFL Students’ Writing Errors

Various errors come out during writing as it is a highly complicated skill and requires higher-order thinking skills to activate the cognitive processes. Determining these errors is crucial for eliminating them. Mostly preferred way for determining them is performing an Error Analysis (EA). Hence, employing a screening model, the study aimed to reveal types, categories, and sources of errors in Turkish EFL students’ writings as well as to explore potential differences in error frequencies based on their departments and genders by performing an EA. The data obtained from the research were analyzed through document analysis. The sample of the study included 42 students studying at ELT and ELL departments of a state university in Türkiye. All of them were in English preparatory classes and at B2 level. They were asked to write an essay in 150-250 words about one of the given topics. The error analysis revealed a total of 962 errors in Turkish EFL students’ writings. The errors were gathered under three types: grammatical, semantical, and mechanical errors. Among these, grammatical errors were the most prevalent, encompassing a wide range of categories including verb/tense errors, article errors, preposition errors, and others. Semantical errors, involving word choice, coherence, and ambiguity, followed next in frequency. Mechanical errors namely spelling, capitalization, punctuation, and contractions, were also prominent. The current study sought to explore whether there were statistically significant differences in error frequencies between students majoring in English Language Teaching (ELT) and English Language and Literature (ELL), as well as between female and male students. The analysis demonstrated that there were statistically no significant differences between the error frequencies of ELT and ELL students. On the other hand, a statistically significant difference was observed between error frequencies of female and male students. Female students produced less errors compared to the male ones.

«Я понимаю!»: опыт реализации инновационного межвузовского проекта по обучению китайских студентов русскому языку на базе кинопедагогики и «системы Станиславского»

This article presents the results of an academic experiment dedicated to learning Russian by Chinese students, utilizing the program “I Understand!”. “I Understand!” is an innovative system of working on authentic audio-visual film production, this system was created for foreign language speakers learning Russian as second lan-guage (RSL) at B1–B2 level. The program has been implemented in 6 universities in Russia and China since 2022 and is regarded as a first application of elements of academic theatrical methodology (“Stanislavski Method”) and professional dubbing of films by RSL students. The effectiveness of work performed in the dub-bing studios opened at the participating university campuses is justified by the high level of students’ voice-overs for the cartoons and films submitted to the international festival, as well as by the accelerated transition of foreign students to a qualitatively new level of Russian language proficiency – from B1 to B2 and from B2 to C1.

Validation of the Italian Version of the Community of Inquiry Survey

This work presents the process of validation of the community of inquiry (CoI) survey in its Italian version. For over two decades, the CoI framework has been used to conceptualize online higher-order teaching/learning experiences as processes of inquiry in which participants collaborate in discourse and critical reflection to cocreate knowledge and achieve meaningful learning. The CoI is hinged on the mutual interaction of three dimensions named presences: teaching presence, social presence, and cognitive presence. The official survey to detect the level of presence perceived by learners has been predominantly conducted in English. In recent years, a number of scholars have deemed that its original format suits at least a B2 level of English proficiency, and several translations in other languages have been validated. Accordingly, the validation of the Italian version aims to improve the accuracy of the CoI questionnaire conducted among native Italian learners (n = 234). Analyses show satisfactory outputs in terms of validity and reliability of the 34 Likert-scale items, whilst adaptations to other languages open new perspectives grounded on cultural variables.

Influence of teachers' linguistic competence on the implementation of CLIL in Physical Education

The aim of this paper was to know the influence of the qualification level in the second foreign language in order to see the differences in teacher perception in Bilingual Physical Education classes (AICLE). For this, 146 active teachers in Physical Education participated in the present study, to whom the Physical Education Session Evaluation questionnaire (CESEFA) was administered through. Effects based on the sex of the participants and age category were also checked. The analysis of results showed that the participants who had a C1 level of English had a more positive perception of all categories analyzed. In turn, no differences were found based on the sex of the participants, but were found based on the age category, finding that those under 36 with a B2 level had a better perception of their classes in the items: take advantage of breaks, adaptation of content and feedback. It is concluded that the degree of qualification influences the perception of Physical Education classes, and that in the case of the youngest subjects, there are elements related to the individual efficacy variable, where no differences were found according to the degree of qualification or even these are positive in favor of level B2.

Effect of using Culture-Themed Documentaries on Guided Writing Skills in Teaching Turkish to Foreigners

The present study aimed to determine whether using culture-themed documentaries in Turkish teaching of B2 level international students has effects on the development of guided writing skills. The study had an action-research design, which is one of the qualitative study approaches. The study group consisted of 12 international students at the B2 level who learned Turkish in the 2022-2023 academic year at the Turkish Teaching Application and Research Center of a state university in Turkey. The data collection process was performed under two headings as “developing an action plan” and “implementing the action plan”. During the developing an action plan stage, the themes and documentaries to be used in the activities were determined by receiving the opinions of the experts. In the next step, guided writing activities were prepared in line with the writing acquisitions by consulting experts. The pilot applications of the activities were performed at the Turkish Teaching Application and Research Center of a state university in Turkey. Quantitative and qualitative data collection tools were used and the developmental status of the students was monitored to interpret how the guided writing skill activities developed in the classroom environment progressed. The worksheets of the students were evaluated by using the “Guided Writing Scoring Key”, which was developed by the researchers. Students’ pre-test, application order, post-test, and permanency scores were determined with this key. Based on the findings obtained in the study, it was concluded that using culture-themed documentaries in Turkish teaching of international students improved the guided writing skill levels of the students.

PLANNING AND DEVELOPING AN ONLINE ENGLISH WRITING COURSE FOR COMPUTER SCIENCE: A PRACTICAL GUIDE

An online English course for computer science students at the B2 level was conceptualized for the E-learning institution Virtuelle Hochschule Bayern between Friedrich-Alexander University Erlangen-Nuremberg and the Technische Hochschule Nuremberg Georg Simon Ohm. The course consists of four separate modules that cumulatively target writing and language skills relevant to computer science students. Individual assessments at the end of each module serve as a review. Further, students write keystone pieces throughout the course that constitute a writing portfolio. The students’ written pieces are targeted assignments that encapsulate both the writing and the language skills addressed in each module. For instructors, these provide insight into how well students acquired the requisite skills. The writing skills cover online writing tools (COCA, AntConc, OneLook, Quillbot), software documentation, expository text based on pseudocode, and finally, summarizing/paraphrasing tools. These are reinforced through language skills that either have greater prominence in the computer science field or are frequently used for the respective writing skills. Comma and hyphen rules, maintaining objectivity in writing, describing data in figures, and embedded clauses in English are some of the language skills covered. For materials development, a combination of corpus and AI writing tools were implemented to analyse and modify authentic scientific literature. Examples, keywords, and patterns of writing taken from authentic texts were modified to create exercises relevant to topics presented in the modules. The course provides strong didactic support for instructors whose aim is to facilitate a more natural set of writing tasks and students' ability to apply the learned skills beyond the classroom.

Explicit Frameworks to Teach Spoken Discourse Markers: Present- Practice-Produce and Illustration-Interaction-Induction

Researchers and language instructors have attempted to utilize the most influential teaching frameworks which are related to enhance language production and how they influence the learners’ outcome positively. The study aims at exploring two explicit teaching frameworks; Present – Practice – Produce (PPP) and Illustration – Interaction – Induction (III) on learning spoken discourse markers by Kurdish non-native speakers of English. The current research reports findings from an experimental design conducted at Knowledge University in Kurdistan Region which is a private university. 66 Kurdish EFL learners participated and they were on the Upper intermediate or B2 level on the Common European Framework of Reference Ability Scale (CEFR). Two different experimental groups were taught the same categories of spoken discourse markers compared to a control group. One way ANOVA and post-hoc S-N-K test of post-test revealed statistically significant differences of PPP group compared to III and control groups in relation to the higher mean scores of the total spoken discourse markers used in the post-test. The qualitative findings showed that PPP group insisted on the usefulness of their method that helped them exhibit good performances in their speaking test. Moreover, participants from both PPP and III groups gave importance to practicing as a crucial aspect of learning the target language forms.

Lexical predictors of text complexity: The case of Russian as a foreign language

The article presents results of a comparative analysis of lexical complexity of educational texts in teaching Russian as a foreign language. The corpus size of the study is about 0.5 million words evenly distributed among six levels of language proficiency (A1-C2, Russian National System of Certification Levels of General Proficiency in Russian as a Foreign Language, further – RNSCL). The analysis algorithm is demonstrated based on B2 level texts, for which we estimated the values of the eight complexity predictors using the automatic analyzers RuLex (rulex.kpfu.ru) and RuLingva (rulingva.kpfu.ru): the number of tokens and types, sentence length, word length, lexical diversity (LD), terminological density, readability (MSIS) and frequency. B2 texts demonstrate significant differences in all the parameters, except for the word length. The validated B2 average word length is 2.26 syllables. The increase of lexical diversity from A1 to C2 is insignificant being within the range of 0.3 - 0.5. The complexity growth in RFL texts is accompanied by an increase of terminological density and the readability index. Since the RFL text is an important source of linguocultural information, the research findings may be useful to researchers, developers of educational resources and test materials, and teachers for text selection processes.

11-dehydrothromboxane B2 as a marker of acetylsalicylic acid resistance in patients with stable coronary artery disease

Introduction. Acetylsalicylic acid (ASA, aspirin) resistance is the inability to reduce thromboxane A2 synthesis in platelets and inhibit platelets activation and aggregation while taking ASA. Assessment of urinary 11-dehydrothromboxane B2 (11-dhTxB2) levels is one of the methods to identify aspirin resistance. Our research aimed to investigate whether urinary 11-dhTxB2 levels and other clinical and laboratory parameters are associated with a history of major adverse cardiovascular events (MACE) including myocardial infarction and ischaemic stroke in aspirin-treated patients with stable coronary artery disease. Patients and methods. In a cross-­sectional study we investigated 82 patients with stable coronary artery disease who took ASA at doses of 75–150 mg/day. We used the evaluation of the urinary 11-dhTxB2 levels standardized by creatinine as a method to identify aspirin resistance. Statistical analysis was performed using Mann-­Whitney U-test, ROC-analysis and multivariable logistic regression. Results. The medians of urinary 11-dehydrothromboxane B2 level in patients with and without MACE were 587.8 (Q1-Q3 512.8–800.3) pg/mg creatinine and 438.3 (Q1–Q3 337.6–577.9) pg/mg creatinine, respectively (p=0.001). The threshold level of urinary 11-dhTxB2, which predicted a high risk of aspirin resistance, was 521.1 pg/mg creatinine, and in 36 (43.9 %) patients the concentration of the 11-dhTxB2 exceeded this level. The regression model characterising the dependence of the presence of a history of MACE was constructed. It included platelet count, urinary levels of 11-dhTxB2 and the presence of type 2 diabetes. Sensitivity and specificity of the model were 55 % and 88.9 %, respectively. Conclusions. The results of the study demonstrate that the antiplatelet effect of aspirin is weaker in stable coronary artery disease patients with a history of MACE than in those without a history of MACE.

CA-CLIL: TEACHERS' AND STUDENTS' PERCEPTIONS OF IMPLEMENTING CLIL IN TERTIARY EDUCATION

These days, languages at non-philological universities are becoming an important tool of internationalization. However, language classes seem to be an additional subject to the obligatory technical subjects, and they are not given enough space in the technical study portfolios. Therefore, CLIL (Content and Language Integrated Learning), which focuses on technical content, can be applied to expand students' language exposure. CLIL activities might be carried out by content teachers and language teachers. The content teachers not achieving B2 level in English need some support introducing the foreign language into the instruction. The use of English during classes can be encouraged by Internet applications where the language input from the content teachers is limited, however, the application-based teaching activities still achieve the task of the target language learning. The paper deals with the perceptions of Internet applications tailored to teachers' needs, providing students with content and language practice. It discusses the role and use of CA-CLIL (Computer Assisted-CLIL) applied intensively after the COVID-19 pandemic. Internet applications used in the class include Learningapps, Kahoot, Mentimeter, and Youtube. The views are supported by action research based on the questionnaire survey of the 65-student sample and interviews with content teachers. The interviews with content teachers suggest that regardless of their foreign language mastery, they can manage to use English via applications. In addition, the students also praise such an instruction method. The results show that the CA-CLIL is perceived well and brings additional benefits such as perceptions of fun and competitiveness to university education.

A Literature Review on Writing Proficiency Outcomes

The main target of language training is to help students acquire proficiency in reading, writing, listening, and speaking skills. Each language skill is complementary to the other in nature. As one of these skills, writing is based on narration. Through writing studies, the level of progression of the listening, speaking, and reading skills of the students can be objectively monitored. Therefore, writing studies should be emphasized as much as other language skills. This study aims to conduct a literature review about the outcomes of writing proficiency. In this qualitative study, the relevant parts of the literature were reviewed, and B2 level writing skill outcomes were compiled. The writing skill outcomes obtained as the result of the literature review were categorized and were classified as “the national level writing skill outcomes list for B2 level”, “the international level writing skill outcomes list for B2 level,” and “the writing outcomes, reduced to 11 items as the result of the literature review” after obtaining the relevant expert opinion. At the final stage of the study, the outcomes were submitted to the review of 3 experts in the field by using the “Writing Outcomes Compliance Assessment Form.” After the feedback was received from the experts, a total of eight writing skill outcomes for B2 level, indicated in List 4, were generated. The obtained outcomes were submitted to the literature to contribute to the field.

The Development of Foreign Language Students’ Intercultural Communicative Competence through Telecollaboration

Telecollaboration has proved to be an excellent means for the development of students’ intercultural skills (O’Dowd & Dooly, 2012). Based on this presumption, a telecollaborative project was carried out between B2 level (CEFR) learners of English from Universitat Politècnica de València (Spain) and B1 level (CEFR) students of Spanish as a foreign language from the University of Bath (UK). The aim of the project was to help learners from both universities, Aerospace Engineering students in particular, to develop their intercultural communicative competence. Throughout a six-week period, students carried out asynchronous discussions focusing on two cultural topics in groups of four and participated in synchronous Zoom sessions in pairs. The topics at the core of the discussions were a) Catalan Independence b) Digital Education. Topic a) was conducted entirely in Spanish and topic b), in English. The social network used for students’ written interaction was MeWe (www.mewe.com). To conclude the project, the participants completed a collaborative task with their overseas partners that was assessed by the instructor. Qualitative data was gathered through the students’ posts on MeWe (which was then analysed following Byram’s (1997) proposed objectives for the assessment of Intercultural Communicative Competence), analysis of transcripts from the Zoom sessions as well as a final project survey. The results from the qualitative analysis show traces and instances of all the objectives proposed by Byram (1997), while the findings from the final project questionnaire reveal that at the end of the course all participants felt they had learnt something about their partners’ culture. The quantitative analysis further demonstrates a correlation between the number of videoconference sessions and spontaneous conversation about cultural topics, which suggests that, in order for a telecollaborative project to be successful, students should attend the scheduled sessions.

Rompiendo barreras, el inglés como herramienta para los profesionales de la salud

One of the objectives of the UNAM School of Medicine is to offer its students the tools and preparation to advance in the command of the English language, which empowers them and allows them to interact in a greater number of contexts, besides covering the characteristics established in the profile of graduates of the Medical Doctor Degree. Due to this, the School of Medicine, through its General Secretariat, SUAyED and the English Program evaluated the existing programs for teaching English used until 2016. Based on these results, a plan was established in which new courses were designed following the level structure of the Common European Framework of Reference for Languages, which would allow the students to advance from level 0 to B2, that is, an upper intermediate level. The results of these proposals demonstrate a significant advance in the command of the English language, as well as students with greater autonomy and self-confidence. Keywords: English reading comprehension; medical texts; CEFR, Common European Framework of Reference; B2 level; english courses; Medicine.

The Effect of Using Literature Circle Activities on English-Speaking Skills and Critical Thinking Skills of EFL Learners

This study aims to investigate the effect of using the literature circle activities on EFL learners' CEFR B2 English-speaking skills and development of critical thinking skills. The study design employed a single-group repeated-measure approach, which included three repeated experimental tests, as well as pretest and posttest data for both quantitative and qualitative analysis. The independent variable in this study was the literature circle activities based on Reader Response theory, while the dependent variables were the English-speaking skills and critical thinking ability of the participants. To assess the participants' English-speaking skills, descriptive statistics were employed, and the data were collected using CEFR B2 English-speaking skill tests. Critical thinking ability was evaluated through content analysis of the participants' responses. The research instruments utilized in this study included literature circle activities lesson plans, the CEFR B2 English-speaking skill test, the critical thinking skill test, and interviews conducted with the participants. A total of 9 upper secondary EFL students were selected for the study using purposive sampling and classified into three groups based on their English proficiency levels: low, medium, and high. The findings revealed that the students demonstrated improvement in their English-speaking abilities, reaching the CEFR B2 level as evidenced by the pretest and post-test results. Furthermore, their English-speaking skills exhibited progressive enhancement during the three-unit tests that followed their engagement in the literature circle activities. Moreover, the results from the critical thinking skill test indicated that the students had developed critical thinking skills after participating in the literature circle activities. Content analysis of their writing responses demonstrated a gradual increase in their ability to reason and think critically following their involvement in the literature circle activities.

Pragmatic Awareness in EFL Context: An Assessment on English Literature Students

The purpose of the research was to explore students’ pragmatic awareness and their ability in recognizing grammatical and pragmatic problematic scenarios. There were 25 B2 level students of English Literature study program participated in the study. All students were in their forth year of study and have completed Pragmatics course. The participants were asked to read 15 scenarios of judgment task and to decide whether the given scenarios presented pragmatic or grammatical problem or were unproblematic. The result revealed that the participants were better in recognizing pragmatic problems, followed by the identification of unproblematic scenarios and lastly, participants’ were weakest at recognizing grammatical errors.

Teaching english using mobile applications to improve academic performance and language proficiency of college students.

The purpose of the study is to determine the effectiveness of mobile applications in conjunction with the students' online collaboration in the educational environment of Chinese colleges (the context of learning English). The students were selected from all those who study English in their educational programs. At the first stage, they passed a test on the level of language knowledge and among 423 students 140 were selected who had a level of B2 and below. Then they were divided into control and experimental groups. Each had 70 people. The experimental group was trained using the following mobile applications: Busuu, Lingoda, LinguaLeo, BBC Learning English. The results showed that the participants in the experimental group scored higher on the final test (74.71) than the control group participants (65.9). It suggests that mobile learning technologies can improve student achievement. The preliminary test determined the level of knowledge of the experimental group students in this way: 85% of students know English at the B2 level, 14% - B1, and 1% - A2. These figures improved significantly in the second test: the number of students who reached the C2 level was 7%, C1-79%, and 14% of all students remained with the B2 level. For the control group students, these indicators remained unchanged. Most of the students found this format of education suitable and interesting for online collaboration. These results may be useful for teaching practice, because they provide evidence base with the experimental research for the introduction of mobile technologies in the modern educational process. It solves the problem of using the certain mobile applications (Busuu, Lingoda, LinguaLeo, BBC Learning English) that have not been explored before.

Development and in-depth investigation of pre-service teachers' digital competencies based on DigCompEdu: a case study.

The purpose of this study is twofold: (a) Todevelop digital competencies of pre-service teachers in an educational process; (b) Todescribing their digital competences by examining artefacts designed by pre-service teachersbased on DigCompEdu framework. Holistic single case study was employed in this study and the course was examined as a single unit. The study group consisted of 40 pre-service teachers. A 14-week course has been designed to develop the digital competencies of pre-service teachers based on the DigCompEdu framework. The e-portfolios and reflection reportsof 40 pre-service teachers who participated in the study were examined and evaluated according to the indicators presented for each competence within the framework of DigCompEdu. Pre-service teachers' digital competenceswere assessed as folows: mostly C2 levelin digital resources;mostly C1 level in teaching and learning, and mostly B2 level in assessment and empowering learning. An education process that blends theoretical and practical assignments for the pre-service teachers' digital competencies to be improved was conductedin this study. It is expected that the steps that were followed in the study in the process of training pre-service teachers be directive towards researchers who wish to study this subject. It is important that contextual and cultural qualities are taken into consideration in the interpretation of the findings in the study. This study contributes to the literature in terms of evaluating the digital skills of pre-service teachers based on reflection reports and e-portfolios, instead of self-report surveys.