This study aims to analyze the correlation between the digital literacy competency and the TPACK (Technological Pedagogical And Content Knowledge) of Korean language teachers. By measuring both the digital literacy competency and the TPACK of Korean language teachers, the study analyzes the correlation between these two variables. To this end, the digital literacy competency of Korean language teachers was divided into ‘technical, cognitive, and socialjustice aspects’ for investigation. The results showed that cognitive digital literacy was the highest competency, while technical digital literacy was the lowest. TPACK was further divided into TK (Technological Knowledge), TCK (Technoligical Contenet Knowledge), TPK (Technoligical Pedagogical Knowledge) and TPCK for measurement, revealing that teachers scored the lowest on TK and the highest on TPK. The analysis revealed a strong correlation between technical digital literacy and TPACK, suggesting that enhancing technical competencies should be prioritized. Furthermore, based on the finding that teaching experience in Korean language education does not influence digital literacy and TPACK, it is believed that practice-oriented teacher training focused on integrating digital tools and technologies could enhance teachers’ digital literacy competencies.

I. 서론
II. 이론적 배경
    1. 디지털 리터러시와 한국어교육
    2. 교사의 테크놀로지 수업 전문성(TPACK)
III. 연구 방법
    1. 연구 대상
    2. 연구 도구
    3. 분석 방법
IV. 연구 결과
    1. 디지털 리터러시 역량 및 TPACK 전체 빈도 분석
    2. 디지털 리터러시 역량과 TPACK 관계 분석
    3. 디지털 리터러시와 TPACK 간의 관계에서 교사 변인별 매개효과
    4. 한국어 교사의 디지털 리터러시와 TPACK 향상을 위한 제언
V. 결론
참고문헌

• 성인경(동명대학교)
• 손현미(경북대학교)
• 김지현(국립순천대학교) Corresponding author