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

Newcomers to Canada with low proficiency in English or French often face challenges the workforce (Kustec, 2012). While language classes provide workplace training, not all newcomers are able attend face-to-face (Shaffir & Satzewich 2010), suggesting a need for outside classroom, occupation-specific training. The use of technology has been shown be advantageous second (L2) learning (Stockwell, 2007), especially when used classroom (i.e., mobile-assisted learning), as mobile affords learners greater control and flexibility over their own (Yang, 2013). This paper reports on study investigating development blended curriculum L2 employed customer service. A technology-mediated module was designed developed within task-based teaching framework workplace-linguistic support devices, enabling access instruction they needed, needed it. contents usability were assessed by high-beginner service (n=4) volunteer teachers (n=4). Results confirm overall benefits using providing that meets participant needs, ensuring opportunities individualized Implications designing, implementing, researching modules discussed.