<![CDATA[Although many pre-service teachers are accustomed to using various digital tools, they still struggle to translate these technological skills into meaningful learning experiences grounded in pedagogical considerations. This study aims to analyse and evaluate pre-service teachers' readiness in Digital Language Literacy (DLL) based on the Technological Pedagogical and Content Knowledge (TPACK) framework, as well as to identify their needs, wants, and lacks (NWL) as a basis for developing a TPACK-oriented Project-Based Learning (PBL) model. A quantitative descriptive research design was employed, involving 45 third-semester pre-service teachers enrolled in the Digital Language Literacy course. Data were collected using a 36-item questionnaire covering six TPACK domains: Technological Knowledge, Pedagogical Knowledge, Content Knowledge, Technological Pedagogical Knowledge, Pedagogical Content Knowledge, and TPACK integration. The data were analysed using descriptive statistics, specifically by calculating mean scores and categorising readiness levels for each domain. The results indicate that while the pre-service teachers had high levels of technological knowledge, their pedagogical and content knowledge were moderate, and their integrative capabilities fell within the low-to-moderate range. The study concludes that digital readiness develops incrementally, noting that technological proficiency does not automatically translate into pedagogical integration skills. These findings imply that a TPACK-oriented PBL approach is necessary to bridge this gap through authentic and reflective learning experiences, thereby fostering competent pre-service teachers.]]>
