Written materials are also provided for participants to keep in a business resource binder. The IEOP seminars are scheduled from 9 am- 12 am twice a week for a total of 36 hours for the entire program. Former IEOP participants indicated a need for a complementary language component prior to the information seminars to assist with understanding content, vocabulary and the formulation of questions. During the IEOP registration process 23 out of 25 IEOP seminar participants indicated an interest in attending the Business English class. Participants come from diverse backgroundsculturally, educationally, and economically. Some come from a business background whereas others are looking at self-employment for the first time. The registration forms revealed that the average student had a Canadian Language Benchmark (CLBA) ranging from Level 3 to Level 5. The 23 participants were divided into two groups for the English class which meant organizing 90 minute classes. The instructor was contracted to teach the English class for 3 hours two mornings a week. All participants, the instructor, and the IEOP Co-ordinator came together for the 3 hour seminars. A half-hour break in between classes would give the instructor some “breathing space” and the chance to take a break before the second IEOP Business English class arrived for instruction. It is customary that the EWP instructor is approached by numerous participants asking additional questions related to class content and/or the English language before class, at breaks, and after class. The reality is the instructor is usually juggling two language programs daily so it is necessary to pack up promptly in order to teach a different class at a different site in the afternoon. Time constraints are a constant. Given these circumstances, class time is centered tightly around the content which means there is little time for free form conversation related to participant business ideas and strategies, transferable skills, business background, and entrepreneurial self assessment. These types of conversations provide valuable input for the instructor. Developing an effective teaching style within this milieu raised many questions. How can the instructor effectively address participants’ language needs when there are strict time constraints? How can the instructor meet additional objectives set for each EWP program which includes discussion in order to foster a comfort level with the language? How can the instructor reduce the amount of times she says, “I’m really sorry but I have to go.” All these concerns pointed to the following action research question.
How can the Internet assist in achieving teacher/participant objectives when there are program time constraints?