language use. According to Richards (2006), CLT sets as its goal the teaching of communicative
competence, which is opposed to Grammatical Competence. The former focuses on providing
learners with the skills necessary to engage in meaningful conversation, whereas the latter
focuses on building sentences and knowing how sentences should be formed. Helping students
develop Communicative competence is aligned to the objectives considered by the Touchstone
program that is based on Corpus contents. This concordance is confirmed by a Touchstone
review, where Bennett and Bricker (2006) claim that Corpus materials are beneficial to learners
in that they are based on actual language usage: examples, although they may be edited or
adapted, are a reflection of authentic language. Similarly, the syllabus is informed by frequent
information, providing learners exposure to useful language. The activities in this project were
also planned to provide an interesting twist on classwork, especially on quizzes. In this respect,
Brooks-Young (2010) also suggests that educators continually need to adapt their approach to
instruction to ensure that classroom activities remain relevant. Based on this, an important aspect
in designing the activities for the intervention was to include different group dynamics so that
collaboration and communication could take place. Finally, it is important to mention that the
focus of this project was to complement class curriculum. The educational intervention is
understood as the set of actions, pedagogical and methodological assessment, which are
developed by the interventionists, whether institutionally or personally, to carry out a program
previously designed, and aims for the people or group that is involved with the scope to reach the
proposed objectives of the program (Jordan et al., 2011). Based on this assumption, it is possible
to include the use of portable devices as part of the teaching-learning process without altering the
program previously designed.
209