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

  • Ho-Ryong Park Murray State University
Keywords: English for Speakers of Other Language, Preservice Teacher Education, Reflective Tasks, Digital Storytelling, Technology Assisted Teaching and Learning

Abstract

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.

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Author Biography

Ho-Ryong Park, Murray State University

Ho-Ryong Park is an Assistant Professor of TESOL in the Department of English and Philosophy at Murray State University. His research interests focus on TESOL/ESOL education, second language acquisition and literacy (reading) development, and technology incorporation in diverse educational contexts.

Published
2019-08-24
How to Cite
Park, H.-R. (2019). ESOL pre-service teachers’ experiences and learning in completing a reflection paper and digital storytelling. Australasian Journal of Educational Technology, 35(4). https://doi.org/10.14742/ajet.4117
Section
Articles