Canadian newcomers with low proficiency in English or French face challenges in the workforce (Kustec, 2012). While language classes provide workplace language training, some newcomers are unable to attend face-to-face classes (Shaffir & Satzewich, 2010), suggesting a need for outside the classroom occupation-specific language training. Technology has been advantageous for second language learning outside the classroom (Stockwell, 2007), with mobile-assisted language learning affording learners greater control over their learning (Yang, 2013).
As part of a larger project, this thesis presents the development and assessment of a technology-mediated task-based module providing workplace-linguistic support on mobile devices, enabling learners to access language instruction when and as needed. The modules was assessed by newcomers of high-beginner English proficiency employed in customer service (n=4) and their teachers (n=4). Results confirm benefits of the approach in providing instruction meeting participant needs, ensuring opportunities for individualized training. Implications for designing, and implementing technology-mediated modules are discussed.