Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrants and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to the technology used by these learners, of which literacy and lack of prior experience stand out.
Click here to view other work by Katherine Danaher
https://doi.org/10.34074/ocds.003
