*For all footnotes, refer to the PDF version of the article.
The on-going “internationalization” of Canadian post-secondary institutions has resulted in significant demographic changes in these institutions’ student bodies, creating a need for more effective support of students using English as an additional language both during these students’ transitions to university and during their degree programs. Currently this type of support is offered across a wide range of contexts in Canadian institutions of higher education, often embedded in English for Academic Purposes (EAP) programs. Given the increasing demand for EAP, investigation of the features of existing programs and the experiences of EAP practitioners is necessary for improving equity and efficacy within the field. Continue Reading →
As a consequence of the growing interest in digital technologies, a recent field of research has emerged, which investigates the use of recent technologies in language learning: Mobile Assisted Language Learning (MALL). Although research studies have demonstrated that mobile technology is an effective tool for improving different English language skills, the majority of MALL studies focus on vocabulary acquisition and speaking skills, whereas grammar learning and writing skills are underrepresented. As an English for Academic Purposes (EAP) instructor who seeks to engage her learners with the aid of MALL activities, especially given the current pandemic context, I was driven by the question: What is the potential of MALL in teaching English Language Learners (ELLs) academic writing? In light of the theoretical foundations of MALL (e.g., Continue Reading →