Abstract
This paper investigates the innovative use of digital modalities in a co-curricular English conversation program offered through a Learning Commons at a university in Western Canada. The program pairs students who have English as an additional language (i.e., students learning English as they learn through English) with local student volunteers to foster conversational English skills through personalized interactions. The study examines the dynamics of weekly Zoom meetings between student volunteers and their partners, aiming to illuminate how technology contributes to a supportive and inclusive language learning environment. The research explores the impact of these interactions on participants’ English proficiency, cultural awareness, and sense of belonging within the university community. Employing a qualitative approach involving participant observations, interviews, and digital artifact analysis, the study reveals how digital modalities, such as virtual whiteboards, multimedia resources, and interactive language support, facilitate effective communication and language development. While acknowledging potential context-specific limitations that might affect generalizability, this investigation contributes to discourse on digital pedagogies in language education and provides insights into technology’s transformative potential in creating meaningful learning experiences. The findings underscore the importance of fostering language growth through innovative, technology-mediated initiatives, offering a valuable resource for educators and institutions seeking enhanced language learning outcomes in an increasingly digital landscape.
Presenters
Timothy MossmanCoordinator, English as an Additional Language Services, Library, Simon Fraser University, British Columbia, Canada
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Considering Digital Pedagogies
KEYWORDS
Digital Modalities, English Language Learning, Conversation Partners, Inclusive Education
