Abstract
The application of Assistive Technologies (AT) to support college students’ English Language development is a developing area of research. This investigation uses qualitative research to investigate the experiences of a small sample of ESL adult learners using a specific AT to assist with an English course, at a Western Canadian college. By teaching and supporting the Read and Write Gold (R&WG) program, ESL adult students demonstrate an overall benefit from learning the technology. Technological supports need to be researched further too continually grow and develop programs to meet the current needs of students and employers alike. The objective of this research was to determine if the use of AT increases ESL students’ self reported vocabulary acquisition.
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