Given the subsequent turn of the epidemic in language education field, this study aimed to investigate the perceptions of pre-service teachers in the English Language Education Department toward their own digital competencies within their teaching performance. Regarding the use of information and communication technologies (ICT), pre-service teachers are expected to have sufficient high-level digital competencies. In this context, digital competencies are seen as a means to transform language education in the post-pandemic era. In this study, digital competencies refer to five dimensional skills, namely information and data literacy, communication and collaboration, digital content creation, safety, and problem solving. Fifty-five (55) pre-service teachers who were still enrolled in some particular ICT courses performing online teaching participated in the study by completing the Teacher Competency Framework Questionnaire and doing an interview to assess their digital competencies in using ICT. The results showed that the pre-service teachers placed a high value on all five dimensions of digital competence to facilitate their online teaching, covering both technological and pedagogical functions, making it delivered more beneficially and efficiently. Further researches in integrating ICT-based curriculum are recommended to promote constructive strategies to support the development of pre-service teachers’ digital competencies.