Information and Communication Technologies (ICTs) require digitally competent teachers in all subject areas, including English language teaching. English language teachers must be digitally competent for learner guidance and engagement. This study examined 220 Turkish EFL teachers' level of 21st-century digital competence and how they perceived their digital competence in classroom settings. It also sought to reveal the correlation between their digital teaching confidence, years of teaching experience, and the self-perceptions of their digital competence using the DigCompEdu CheckIn scale. The findings indicated most Turkish EFL teachers perceived themselves as digital experts (B2) in the classroom setting. The competencies with the highest mean scores were using different digital communication channels, selecting digital resources, teaching digital technologies, and practicing reflectively. The lowest scores of the teachers were for empowering learners by facilitating differentiation and personalization, information and media literacy, having digital assessment strategies, and utilizing digital technologies to enhance self-regulated learning. The results also revealed a correlation between their digital teaching confidence, years of teaching experience, and the self-perception of their digital competence and concluded with pedagogical implications and limitations.