Abstract: A blended teaching competency scale for vocational college English teachers was developed based on the TPACK theory, and an investigation was conducted with this instrument in higher vocational colleges in Yunnan province. The results indicate that vocational college English teachers in this area have not achieved balanced development in their blended teaching competency. Their knowledge and skills related to relevant technology are relatively weak, which hinders the enhancement of their overall teaching competency. Additionally, teachers show significant regional differences in technology-integrated content knowledge and skills, as well as professional rank differences in technological knowledge and skills. As teachers accumulate teaching experience, their disciplinary literacy, pedagogical proficiency and digital literacy improve, which results in marked differences between more and less experienced teachers in most dimensions of blended teaching competency. These findings provide a basis for local vocational colleges to develop strategies intended to enhance their English teachers'blended teaching competency.

Key words: TPACK theory, Vocational college English, Blended teaching competency, Regional differences, Professional rank differences, Teaching experience differences