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.

中文翻译：

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ESOL职前教师在完成反思论文和数字故事讲述方面的经验和学习

这项定性研究调查了英语其他语言的岗前英语老师（ESOL）如何从反射性项目（包括反射性论文和数字故事讲述）的完成中获得经验和教训。参加者是美国一所大学的“向其他语言使用者讲英语”课程（TESOL）的20名研究生。这项研究旨在确定参与者在完成项目时的经验及其对他们学习的影响。调查结果证明了他们在任务中的不同表现和观点，以及他们在语言，文化，教育和技术方面的学习。基于这些发现，讨论了对话混合学习及其教学意义。