As burgeoning twenty-first century technologies have enabled new ways of reading, writing and communicating, conceptions of literacy have changed – and English curricula internationally have been modified to include new literacy skills. Second-level English teachers, however, report needing more guidance in incorporating the teaching of these skills into their practice, and they seek to understand how changes to their curriculum and teaching practice impact their students. This study, which took place within an educational laboratory in Ireland, sought to address these two issues. This paper first presents an exploration into the adaptation of a practical, innovative pedagogy for teaching new literacy skills in the English context. Secondly, this paper reports on the impact this approach had on students’ confidence and engagement in English. Results indicate largely positive changes in students’ attitudes towards the English subject and towards learning English with technology. The authors argue this practical approach can be valuable to educators in formal school settings and that it warrants further investigation in such contexts.

随着 21 世纪蓬勃发展的技术带来了新的阅读、写作和交流方式，读写能力的概念也发生了变化——国际上的英语课程也进行了修改，以包括新的读写技能. 然而，二级英语教师报告说，在将这些技能的教学融入他们的实践中需要更多指导，他们试图了解课程和教学实践的变化如何影响他们的学生。这项研究在爱尔兰的一个教育实验室内进行，旨在解决这两个问题。本文首先介绍了对在英语环境中教授新识字技能的实用、创新教学法的适应性探索。其次，本文报告了这种方法对学生的英语信心和参与度的影响。结果表明，学生对英语科目和通过技术学习英语的态度发生了很大的积极变化。