Abstract:

A booming economy marked the popular use of computing, mobile and networked technologies such as computers, smartphones, tablets and social media in the homes, educational institutions and workplaces of emerging cities in China. Undergraduate students studying in these Chinese cities are increasingly exposed to digital technologies like billboard advertisements, electronic toys, radio, television, smartphones, mobile TV, social media, online games and more. However, students from rural areas have limited access and exposure to digital technologies and often have limited proficiency in literacy skills, media literacy skills and social skills. In general, most students had little or no experience with digital technology in the process of learning a foreign language. In this case study, I investigated how technology (smartphones, video and laptops) is used as a tool to support the language learning process and help to create an inclusive learning environment for my undergraduate English for Specific Purposes curriculum. During a eight-week study period, students' engagement in a variety of multimedia technology in the creation of oral and written output in English were observed and recorded in the form of photographs and videos. The use of digital technology in developing an inclusive language learning environment may be adapted for other similar settings.

Keywords:

Youth, communication anxiety, language learning, learning environment, multilingualism,collaborative learning, business English, China