China's national strategy for educational digitalization raises systematic requirements for college foreign language teachers' digital literacy. Guided by the Teacher Digital Literacy framework, this study proposes a Five Dimensions and Four New Goals (5D4N) model and reports action research during the 1.5-year development and teaching of the provincial online open course Hospitality English. Results show that the 5D4N model—covering digital awareness, technological knowledge and skills, application, social responsibility, and professional development, with renewal goals of new technologies, concepts, methods, and roles—effectively supports teachers in integrating digital literacy and transforming their professional roles through authentic curriculum tasks. Using platforms such as SuperStarLearn, reconstructing content via post competence, Moral Education, and digitalization, and implementing data-driven teaching and assessment, the project developed a high-quality online open course and verified the model's role in facilitating teachers' shift from technology users to teaching innovators and ecosystem co-builders. This study provides a replicable paradigm and empirical evidence for enhancing foreign language teachers' digital literacy in curriculum development.

Teng Xiaorong, Feng Yan. Research on the Practice and Effectiveness of College Foreign Language Teachers' Digital Literacy Development under the 5D4N Model——A Case Study of the Construction of the Course Hospitality English. Frontiers in Educational Research (2026), Vol. 9, Issue 1: 46-54. https://doi.org/10.25236/FER.2026.090107.

[1] WU Di, GUI Xujun, ZHOU Chi, CHEN Min, (2023) Teachers' Digital Literacy: Connotations, Standards and Evaluation,e-Education Research, 08, 108-114+128

[2] Zhao Weihong, Yang Bing, (2025) Enhancing Digital Literacy among Foreign Language Teachers in Shandong Universities: A Study in the Context of the Dual Driven Development of AI+ Education, Language and Culture Research, 05, 29-32

[3] Gong Fang-hong, (2024)Research on the Paths of Program and Curriculum Upgrading in Higher Vocational Colleges under the Background of Educational Digital Transformation, Education and Vocation, 14, 59-65

[4] Yan Guang-fen, Liu Li, (2022)Research on Teachers' Digital Literacy and Its Cultivation Path: A Comparative Analysis Based on the Seven Digital Literacy Frameworks for Teachers in the European Union, International and Comparative Education, 03, 10-18

[5] Yang Shuang, Zhou Zhi-qiang, (2019) Research on the Evaluation Index Construction of College Teachers' Digital Literacy, Journal of Modern Information, 03, 59-68+100

[6] Zhao Li-mei, Huang Lixia, (2021) Formulation on the Coordinated Construction of University Professional Curriculum System Oriented by Digital Literacy Education, Information Research,07, 101-105

[7] Huang Fang, Wang Le, (2024)Examining Elementary and Secondary School English Teachers’ Digital Literacies in China: Status Quo and Influencing Factors, Journal of Beijing International Studies University,06,46-63+86

[8] Bian Jia-sheng, Jiang Qiao, Huang Zhong, Jin Wan-feng, (2024) A Study on the Digital Literacy of Pre-service Foreign Language Teachers in China, Foreign Language Research, 06,61-71

[9] HE Lianzhen,(2025) Reframing college foreign language teachers' competencies in building a strong nation in education,Foreign Language World, 01,2-7

[10] CHEN Ting, ZHANG Shu, WANG Jing, (2024)The Internal Mechanism, Challenges and Implementation Paths of Digital Empowerment for High-quality After-school Service Curriculum Construction, Education and Teaching Research,12,1-11

[11] DING Xi-gang, (2022) Research on Information Technology Curriculum Development in Higher Vocational Colleges from the Perspective of Digital Literacy——Implementation Strategy of Information Technology Curriculum Standard for Higher Vocational Education,Journal of Tianjin Sino-German University of Applied Sciences,01, 64-68