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

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.