This research paper reports on a qualitative study exploring the experiences of Vietnamese English as a Foreign Language (EFL) teachers in using digital technologies in their classrooms. This research is significant given the national emphasis on digital transformation in education. Our focus is on understanding and identifying the digital teaching competence (DTC) of these teachers by examining their reflections on past and current experiences with different forms of technology to enhance their EFL learners’ communicative competence and overall language proficiency. DTC encompasses the teaching-specific knowledge, skills, and abilities in information and communication technologies that enable educators to address pedagogical and professional challenges within the knowledge society. Over two months, we conducted interviews with four teachers from distinct regions in Northern Vietnam, utilizing thematic analysis to organize the data. The findings reveal that Vietnamese EFL teachers recognize several critical components of DTC, including the integration of digital tools, continuous learning and professional development (PD), pedagogical adaptability, essential skills and knowledge, and understanding of digital literacy and safety. However, challenges such as inadequate infrastructure, insufficient digital resources, limited PD opportunities, traditional teaching practices, and lack of institutional support hinder their development and application of DTC. Despite these obstacles, teachers employed various strategies to incorporate digital tools, enhancing student engagement and learning outcomes. Implications of these findings will be discussed at the conclusion of this paper.