Four ESOL Graduate Students’ Hybrid Learning Through a Reflective Project: A Qualitative Case Study

This is a qualitative case study to investigate English for Speakers of Other Languages (ESOL) graduate students’ learning experiences when completing reflective project. Four students in the United States participated this and completed project share their linguistic cultural stories traditional paper-based essay format multimedia format. The data consisted reflection paper, digital storytelling (DST), report, an oral presentation, interview, which were analysed through content analysis. findings included participants’ (a) language culture, (b) teaching, (c) teachers’ responsibilities, (d) technology. These showed that ESOL dialogues with preceding, current, future utterances indicated hybrid technology-mediated tasks. author discussed influences within learning. In addition, pedagogical implications combined between paper DST instructional elements teachers need consider suggested.