ESOL Preservice Teachers’ Strategy Use When Completing Digital Storytelling
Abstract: This qualitative case study to investigate English for Speakers of Other Language (ESOL) preservice teachers’ strategy uses when completing a digital storytelling project. The participants were three Saudi graduate students in a teacher education program in the US. The data consisted of a digital story, a project report, a verbal report, and an interview, which were analyzed through qualitative content analysis. The findings showed that the participants utilized five strategies: (a) using authentic and real topics and examples, (b) using diverse multimedia, (c) forming a bond of sympathy, (d) personalizing and generalizing the story, and (e) providing appropriate information. The author discussed and suggested the educational and cultural potential of digital storytelling for the students with diverse linguistic and cultural backgrounds.