The present study investigated the current status of Chinese pre-service English language teachers' Technological Language Learning and Teaching (TLLT) competence in a 16-week PjBL-based course. As well as receiving instruction, the participants completed four group projects relating to MOOC, micro-lectures, games, and social media. The pre-service English language teachers were required to finish a reflection journal after each group project and to complete the survey again at the end of the course. They reported that their TLLT competence, including technological knowledge (TK), technological content knowledge (TCK) and technological pedagogical knowledge (TPK), significantly improved. Their reflection journals show they preferred social media and online shared document platforms to accomplish their group projects. Most technological tools and platforms that they applied in their projects were taught in the course. Besides, they believed this PjBL-based course could enhance their English language skills, including listening, reading, speaking, writing, grammar and translation skills. Regarding the implementation of technologies in teaching, the pre-service English language teachers mentioned various technological platforms and tools at different teaching stages. It is our expectation that this study could offer theoretical, methodological and pedagogical insights into pre-service language teachers' professional development.