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

Abstract

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.