Esol pre-service teachers’ experiences and learning in completing a reflection paper and digital storytelling

Bibliographic Data

ID19513705
AuthorsHo-Ryong Park (0000-0001-9973-0799, Murray State University, corresponding author)
Year2019
Volume35
Issue4
Publication date2019-08-24
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAustralasian Journal of Educational Technology (JOURNAL)
Journal identifiersISSN: 1449-3098 • E-ISSN: 1449-5554
PublisherAustralasian Society for Computers in Learning in Tertiary Education (PUBLISHER • NZ)
DOI10.14742/ajet.4117
OpenAlexW2900131672
LanguageEN
Citations received7
References cited10

This qualitative study investigated how pre-service teachers of English for Speakers of Other Languages (ESOL) experienced and learned from their completion of a reflective project, including a reflection paper and digital storytelling. The participants were 20 graduate students in a program for Teaching English to Speakers of Other Languages (TESOL) at a university in the United States. This study aimed to identify participants’ experiences when completing the project and its influences on their learning. The findings demonstrated their diverse performance and perspectives during the tasks, as well as their learning in language, culture, education, and technology. Based on these findings, dialogic hybrid learning and the pedagogical implications are discussed

Dialogic · Digital Storytelling · Educational technology · Linguistics · Mathematics education · Narrative · Pedagogy · Qualitative research · Sociology · Storytelling · Technology integration · Computer Science · Digital Storytelling and Education · Literacy, Media, and Education · Psychology · Subtitles and Audiovisual Media

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Open DOIOpen Access