Rationale 

     Low level ESL learners require numeracy, literacy and digital skills as they develop skills not only in

literacy, but in a new language. When discussing whether this group of learners thinks computer skills are relevant, Thieves & Turner (2011) states that ESL Literacy adults themselves “considered computer literacy to be a basic tool for survival in today’s digital society.” Adult ESL literacy learners need to develop digital literacy skills to integrate successfully into society. Ball (2011, p. 12), drawing on research, describes a number of benefits of technology use in adult ESL teaching and learning including opportunities for increased learner autonomy and student choice, transferability of skills to other areas of life, and increased student engagement and motivation. McClanahan (2014) states that using a smartphone for ESL learning is an excellent tool because it is familiar and available to learners. This factor of familiarity is important as learners may need to adapt to a new alphabet, keyboard and for some, changing reading direction to left to right. Learning new habits takes a long time and at least, the device itself is familiar and keyboarding skills can be transferred to other devices. Whether students with low level literacy skills can afford to wait until their literacy skills become high enough to deal with the huge amount of language the Internet offers, Saltourides (2010) found that solely focusing on computer literacy while putting off teaching language skills proved to be a "disaster" since students needed to feel their language levels were not impeding on learning computer skills (p. 278). Nisbet & Austin (2013, pp. 1-2) recommends that ESL teachers incorporate current technology into ESL teaching and learning. Thus, this learning module model addresses literacy, numeracy and digital skills in an integrated way, using some familiar technology.