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Technology integration in the form of digital storytelling: mapping the concerns of four Malaysian ESL instructors

机译：以数字讲故事的形式进行技术整合：映射四名马来西亚ESL讲师的关注

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摘要

Digital storytelling, which combines the art of storytelling with a variety of digital audio, video, and multimedia images, has been increasingly used as a language learning tool as research studies have shown it to be effective in enhancing the development of language skills as well as related language learning skills, such as autonomy, collaboration, and problem-solving skills. However, before successful language learning can take place, teachers' concerns regarding technology adoption has to be explored, especially since there is very little research in this area in the Malaysian context. This study addresses this gap in knowledge by sharing the concerns of four English as Second Language (ESL) instructors in terms of their attitudes and acceptance of the use of technology in the form of digital storytelling in teaching ESL at a Malaysian public university. "Concern" in this study refers to the evoked feelings and perceptions towards an innovation and the change process. The data of the study are drawn from the Stages of Concern Questionnaire (SoCQ) and interviews of the instructors. The findings revealed that the teachers perceive the technology to be beneficial to their students to a certain extent; however, resistance to the technology was particularly strong in two of the instructors and this could lead to failure in technology integration.
机译：数字讲故事将讲故事的艺术与各种数字音频，视频和多媒体图像相结合，已被越来越多地用作语言学习工具，因为研究表明它可以有效地促进语言技能的发展以及相关的语言学习技能，例如自治，协作和解决问题的技能。但是，在成功进行语言学习之前，必须探索教师对技术采用的担忧，特别是因为在马来西亚，这方面的研究很少。这项研究通过分享四位英语作为第二语言（ESL）讲师在马来西亚公立大学教授ESL的态度和接受数字讲故事形式的技术使用方面的关注，解决了这一知识差距。在本研究中，“关注”是指对创新和变革过程所产生的感觉和看法。研究数据来自关注问卷调查阶段（SoCQ）和对教师的访谈。调查结果表明，教师认为该技术在一定程度上对学生有利。但是，其中两名讲师对技术的抵抗力特别强，这可能导致技术集成失败。

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