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The study investigates developing a technology-mediated, task-based module for L2 learners employed in customer service, delivered on mobile devices to provide needed workplace linguistic support. The module content and usability were assessed by high-beginner English newcomers (n=4) and volunteer teachers (n=4). Results confirm that language-learning technology can deliver individualized, need-matching instruction, and the paper discusses design, implementation, and research implications.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/technology-mediated-language-training-developing-and-assessing-a-module-for-a-blended-curriculum-for-newcomers/596182/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/technology-mediated-language-training-developing-and-assessing-a-module-for-a-blended-curriculum-for-newcomers/596182.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is technology-mediated workplace language training needed for newcomers?","Question",{"text":112,"@type":113},"Many newcomers cannot consistently access face-to-face occupation-specific classes due to employment demands and limited supports like childcare. This creates a need for outside-the-classroom, workplace-focused L2 training.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the technology-mediated module developed?",{"text":117,"@type":113},"A technologymediated module was designed within a task-based language teaching framework to provide workplace-linguistic support through mobile devices.",{"name":119,"@type":110,"acceptedAnswer":120},"Who assessed the module, and what did the results show?",{"text":121,"@type":113},"High-beginner English proficiency newcomers in customer service (n=4) and their volunteer teachers (n=4) assessed the module. Results confirmed overall benefits for delivering instruction aligned with participants’ language needs and enabling individualized training opportunities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596182,1792695545,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","CJAL * RCLA McLellan, Kartchava & Rodgers 208  \nTechnology-Mediated Language Training: Developing and Assessing a Module for a Blended Curriculum for Newcomers  \nGillian McLellan  \nCarleton University  \nEva Kartchava  \nCarleton University  \nMichael Rodgers  \nCarleton University  \nAbstract  \nNewcomers 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 technologymediated 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.  \nRésumé  \nLes nouveaux arrivants au Canada ayant une faible maîtrise de l'anglais ou du français sontsouvent confrontés à des difficultés sur le marché du travail (Kustec, 2012) . Bien que les cours de langue offrent une formation linguistique en milieu de travail, les nouveaux arrivants ne sont pas tous en mesure d'assister à des cours en personne (Shaffir et Satzewich, 2010), ce qui suggère un besoin de formation linguistique en dehors de la salle de classe et spécifique à la profession. L'utilisation de la technologie s'est avérée avantageuse pour l'apprentissage d'une langue seconde (L2) (Stockwell, 2007), en particulier lorsqu'elle est utilisée en dehors de la salle de classe (c'est-à -dire l'apprentissage des langues assisté par le mobile), car la technologie mobile offre aux apprenants un plus grand contrôle et une plus grande flexibilité sur leur propre apprentissage (Yang, 2013) . Cet article rend compte d'une étude portant sur le développement d'un programme d'études mixte pour les apprenants de  \nCanadian Journal of Applied Linguistics, Special Issue, 24, 2 (2021) : 208-233  \nCJAL * RCLA McLellan, Kartchava & Rodgers 209  \nL2 employés dans le service à la clientèle. Un module à médiation technologique a été conçu et développé dans un cadre d'enseignement des langues basé sur les tâches afin de fournir unsoutien linguistique sur le lieu de travail sur des appareils mobiles, permettant aux apprenants d'accéder à l'enseignement linguistique dont ils ont besoin, quand ils en ont besoin. Le contenu et la convivialité du module ont été évalués par des nouveaux arrivants ayant des compétences en anglais de niveau débutant élevé et employés dans un service clientèle (n=4) et par leurs enseignants bénévoles (n=4). Les résultats confirment les avantages généraux del'utilisation de la technologie d'apprentissage des langues pour fournir un enseignement quirépond aux besoins linguistiques des participants, en assurant des possibilités de formation individualisée. Les implications pour la conception, la mise en œuvre et la recherche de modules médiatisés par la technologie sont discutées.  \nTechnology-Mediated Language Training: Developing and Assessing a Module for a  \nBlended Cur","cbCail2j21V5Yx2P","https://ap.wps.com/l/cbCail2j21V5Yx2P","pdf",507636,26,"English","# Introduction\n## Background and Rationale\n# Study Design\n## Module Development Framework\n# Evaluation\n## Participants and Usability Assessment\n# Findings and Implications\n## Benefits and Research Implications","[{\"question\":\"Why is technology-mediated workplace language training needed for newcomers?\",\"answer\":\"Many newcomers cannot consistently access face-to-face occupation-specific classes due to employment demands and limited supports like childcare. This creates a need for outside-the-classroom, workplace-focused L2 training.\"},{\"question\":\"How was the technology-mediated module developed?\",\"answer\":\"A technologymediated module was designed within a task-based language teaching framework to provide workplace-linguistic support through mobile devices.\"},{\"question\":\"Who assessed the module, and what did the results show?\",\"answer\":\"High-beginner English proficiency newcomers in customer service (n=4) and their volunteer teachers (n=4) assessed the module. Results confirmed overall benefits for delivering instruction aligned with participants’ language needs and enabling individualized training opportunities.\"}]","Technology-Mediated Language Training - Developing and Assessing a Module for a Blended Curriculum for Newcomers | PDF",1792082595,66]