Technology-Mediated Language Training: Developing and Assessing a Module for a Blended Curriculum for Newcomers

Autor/inn/en	McLellan, Gillian; Kartchava, Eva; Rodgers, Michael
Titel	Technology-Mediated Language Training: Developing and Assessing a Module for a Blended Curriculum for Newcomers
Quelle	In: Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 24 (2021) 2, S.208-233 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1481-868X
Schlagwörter	Blended Learning; Teaching Methods; Telecommunications; Handheld Devices; Second Language Learning; Second Language Instruction; Foreign Countries; Immigrants; Curriculum Development; Service Occupations; Language Proficiency; English (Second Language); Computer Assisted Instruction; Task Analysis; Usability; Work Environment; Access to Education; Educational Benefits; Canada + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Telekommunikationstechnik; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Immigrant; Immigrantin; Immigranten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Dienstleistungsberuf; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Computer based training; Computerunterstützter Unterricht; Aufgabenanalyse; Arbeitsmilieu; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsertrag; Kanada
Abstract	Newcomers to Canada with low proficiency in English or French often face challenges in the workforce (Kustec, 2012). While language classes provide workplace language training, not all newcomers are able to attend face-to-face classes (Shaffir & Satzewich, 2010), suggesting a need for outside the classroom, occupation-specific language training. The use of technology has been shown to be advantageous for second language (L2) learning (Stockwell, 2007), especially when used outside the classroom (i.e., mobile-assisted language learning), as mobile technology affords learners greater control and flexibility over their own learning (Yang, 2013). This paper reports on a study investigating the development of a blended curriculum for L2 learners employed in customer service. A technology-mediated module was designed and developed within a task-based language teaching framework to provide workplace-linguistic support on mobile devices, enabling learners to access the language instruction they needed, when they needed it. The module contents and usability were assessed by high-beginner English proficiency newcomers employed in customer service (n=4) and their volunteer teachers (n=4). Results confirm the overall benefits of using language learning technology in providing instruction that meets participant language needs, ensuring opportunities for individualized training. Implications for designing, implementing, and researching technology-mediated modules are discussed. (As Provided).
Anmerkungen	Canadian Association of Applied Linguistics / Association Canadienne de Linguistique Appliquée. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: http://www.aclacaal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01