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Concept Proposal
The project is an attempt to bridge the gap in connecting people with varying levels of language skills. Over the course of the semester we will research, analyse and design a solution for the needs, requirements and motivations for both language learners and those already fluent in their respective languages.
The benefits of learning a second language allows people to connect with other cultures and this in turn can expand someone’s worldview, gain perspective on life and culture. It also opens more doors for employment opportunities and hobbies (Bjornson, 2013). Learning a brand-new language as an adult can be a difficult process requiring two major parts.
The first aspect of learning requires the user to be exposed to the fundamentals of the language this can be done through talking a class, reading a book or various other platforms. The second aspect which is the most important towards gaining fluency is practicing that gained knowledge whether that be with another student or a native speaker. That being said ideally, the best people to practice a language from are the native or already fluent speakers (Nikula & Mård-Miettinen, 2014).
It should be noted that immersion within a language with fluent speakers is the best method for learning. So, moving to a country after picking up a languages fundamentals will produce the best results (MacIntyre, Baker, Clément, & Conron, 2001). However, that is sometimes not viable for multiple reasons so the platform we intend to develop will emulate that environment as best as possible.
The domain for this project is focused around that second aspect of language learning where the student needs to practice and refine their skill. Since, it is ideal for people who are learning to speak with those who are already fluent our goal is to connect those people together.
This section will investigate some solutions that are already existing for our focusing problem. When it comes to language learning, there are clearly many resources/services available all over the world, and they can be categorized into 3 types: Language schools, Online platforms, and Offline communities. Below describes each of them with examples of existing solutions.
A. Language schools
Language schools are one of the most common options for language learners, and there are many schools for wide range of targets. For example in Brisbane, one of the most popular language schools, named “BROWN”, offers wide range of English courses for learners at all levels and ages, including some courses for special needs such as sports, demi pair, hotel/resort internship, or volunteer. Curriculums are designed for specific levels and goals of courses, and students are assigned to their classes based on their needs and English levels. Most courses are designed for students who can attend several classes every day of the week (Monday to Friday), and tuition are around $400-500 per week for those courses.
In non-English-speaking countries, there are many language schools that are targeting people who would like to attend 1-2 classes per day per week. Berlitz is one of them in Japan, which offers both class lessons and private conversation lessons depending on users’ needs. They have original textbooks that are designed for each course, including English for business scenes which is popular for business persons who are planning to go abroad for business purposes. Typical users attend 1 class a week, and the tuition is around $60-90 for 1 private lesson, and $30 for 1 class lesson (Browns, 2018).
Another type of language schools is ones that are conducted in holiday seasons for children. For example, English camping is a common activity of holidays particularly for children who are learning English. One of the organizations that run English camping is called English Camp World. They organize English camp for 2 weeks in England and participants come over from all over the world. Participants pay approximately $2000 per person, which is all-inclusive including entrance fees to theme-parks or sightseeing spots, but except for flight fees. The English learning activities focus on speaking, and Students are assigned to classes based on their English level so that they can feel comfortable speaking English. The best part of these kinds of services is that English learners can have special experiences that are very different from their daily lives, and those fun memories and experience can motivate them to learn more and more (Englsh Camp, 2018).
Overall, the advantage of language schools for language learners is that the materials and lessons are usually well-structured. Learners can choose the best one based on their levels and purposes, which is very important to improve language skills efficiently. The disadvantage, on the other hand, is that it is usually expensive for many people. Language learning always takes times and it is important to keep practicing, which means the cost would compile more and more. Due to its cost problem, language schools are not always accessible enough for everyone.
B. Online platforms
There are many online platforms that offers opportunities for language learning. Thanks to the internet, now people can speak to each other with seeing their faces, regardless of the places they are in. Utilizing this advantage, those platforms provide services where native speakers and learners contact and have conversation lessons through online video chat such as Skype.
One of the most popular language-learning platforms in the world is called Duolingo, which features 23 languages. Once users register, they can start learning with their own pace for free (paid option available). While they are typically known as a source of language learning material, their target is for people wanting to learn languages from the beginning (Duolingo, 2018).
Another existing services is called CoffeeStrap, which is a platform for people who are looking for language exchange opportunities for free. This is a similar domain to what this project intends to investigate in that it focuses on peer to peer based learning. Users can either contact people appearing on the website to start practicing a language or wait for CoffeeStrap to notify them about best matches, as the platform offers right matches by automatically learning users’ interests. This site also has implemented gamification where active users are given “karma” points when they speak to someone who’s learning their native language to incentivise this exchange (CoffeeStrap, 2018). Though this project is not quite on this design process yet, it is worth mentioning about their website; while they have such interesting features as a platform, there are a few drawbacks such as login feature which requires social media to go through. This can discourage potential users to their site.
C. Offline communities
For those who want to have learning opportunity more casually, social gathering events is a common option. The contents differ from one to another but typically people with common interest in the same language gather to have practice sessions or casual meals together. One example is a Meetup event named “Brisbane Multi Language Exchange”. This group currently has 4180 members with background in many different countries. They organize 1-2 open events each week with average of 15-20 people attending. Each meeting costs only $2 for each person as a donation fee.
The advantage of this type of learning opportunity is that it is usually not expensive, and it has social aspect more than any other options in that the events are open for everyone. The contents are more likely to have casual conversation over a couple of drinks rather than to have organized English classes. While this provides learners a good sense of community engagement which can be their motivation source, the disadvantage would be that the learning path is unclear and not structured well, therefore it is not always an efficient way to gain knowledge and skills especially for beginners.
As it is seen above, all these 3 learning opportunities have their advantages and disadvantages; Language schools offer well-structured materials and lessons that suit every learner’s level but they are usually high-priced, Online platforms are mostly affordable but lacks community engagement which may cause motivation problem, and Offline communities are also affordable and have sense of community engagement, yet they often lack platforms and it is hard for learners to find a good place to attend. This project will seek a way to bring those advantage together while minimizing the limitations.
Most people have the need to learn a new language. This is mainly due to emigrating or visiting a new country which has a different language from their own. This difference in culture and languages is often a barrier for people who find it difficult to settle down. It is this barrier that the project is trying to break down. People always find a way to start learning a new language by picking phrases and words from native speakers or even television. But what they learn is insufficient for them to communicate with a native speaker. There is always a barrier they find hard to overcome.
The project specifically targets people who are already on their journey of learning a new language but attempting to connect them with native speakers to refine their language skills.
The project will look at the social behaviour of people with varying language skills and use technology to intervene and provide a solution to improve their lives with better communication skills.
The target audience that this project is aimed it has two parts. Firstly, there are people who are eager to practice a new language who are looking for a medium to communicate with speakers of that language. The second demographic that we are trying to attract are fluent speakers of a certain language who are willing to pass on their knowledge.
As far as specific demographic goes it does not need to be limited to a certain area or age group. But for user research purposes we will target people above 18 years of age.
In addition to the potential target audience discussed above, we will also explore the possibility to include lonely or isolated people. We could bank on the idea of using their language skills to connect with people thereby removing themselves from their isolated zones and helping others improve their language skills.
Phase 1 (Week 8)
The project will start with qualitative user research where we will talk to potential users from the intended target audience. We will attempt to explore their needs and motivations, so we can design a solution better suited to their needs and social behaviour.
Deliverables: Insights from user research, early stage design wireframes
Phase 2 (Week 10)
With insights from user research, we will explore possible design solutions by prototyping them and taking them back to users for testing.
Deliverables: Design prototype, user testing & evaluation (1) results
Phase 3 (Week 11, 12)
With insights from user evaluation, we will iterate the prototype and take it for a second round of user testing and evaluation.
Deliverables: Iterated design prototype, user testing & evaluation (2) results
Phase 4 (Week 13)
With insights from the iterated prototype user evaluation, we will produce the final proof of concept prototype after taking into account all the learnings throughout the semester and the project.
Deliverables: Final design prototype
The four people who have elected to work on this project are very diverse in background, education and experiences. This is a strength as far as this project is concerned since the four members all bring a different perspective the project.
Mohamed Marzook Ahmad Aslam is a post graduate student studying Master of Interaction Design. He also has a undergraduate degree in Software Engineering. He brings his programming skills along with design experience from his previous work in the industry as a UX Designer. His strength is his combined knowledge of programming and design process.
Jonathan Brownlee is studying a Bachelor of Software Engineering and was born and raised in Brisbane. His strengths lay with programming and he has done some interaction design courses previously, so he is across the process.
Megumi Takeda is studying a Master of Interaction Design. She completed her bachelor’s degree in education, and also has working experience in education industry where she had been engaged in project management and sales for years. Those experience and knowledge should lead the team effectively towards the goal.
Muhammad Al Mahdi is an Interaction Design student. He finished his bachelor in IT and his working experience starting as a videographer, editor, graphic designer and end up as a UI designer for a start-up in Denmark. His strength in design will be useful for the team.
Due to the diverse educational and cultural background of the members of the team it opens up a lot of perspectives when designing a product. This will be useful for the creation and development of our communication medium.
This section highlights the SCORE analysis on a combination of the project and team.
Strengths
• The background research done in our domain is strong. Valid academic papers have been researched and the specific domain has been identified.
• There are plenty of existing solutions working in the same domain. We can learn from those and improve on their work to bring a better solution to the problem space we are working on.
• The team working on the project have experience in a variety of fields from project management, programming, research and design to effectively work on a suitable solution to the problem at hand.
Challenges
• There is a potential to have miscommunication within the members of the group through the selected platforms.
• Each member is doing other courses and has varying responsibilities. So people have pinch points at different places and this can lead to work getting done last minute.
• Each member had a different domain research project so we all have varying knowledge about the domain we’ve decided on.
• Regarding the domain we’ve chosen, not every member has experience learning a foreign language so that experience would be alien.
• Also, the members of the language have experienced immersion through other means other than online.
Options
• We have the opportunity to solve the a different problem space, i.e. loneliness and isolation, along with the language barrier domain we are working on. If successful, by connecting the right target audience we can expand the reach of our end solution to other problem spaces.
• There extended opportunities also brings the risk of doing too much. We have to make sure our research and work is focussed to solve the core problem first become working on the extending its reach.
• Priorities have to be set with language barrier and connecting people to improve communication will be high on that list.
Responses
• Learning a language is a difficult process but reaps a lot of benefits, so if a platform is created that facilitates that it would be well received.
• The target users are very specific to people who already have a medium to high level of working knowledge of a foreign language, who are looking for a medium to communicate. So users who are brand new to language learning will not receive this platform well.
Effectiveness
• The project has to work at breaking down the barrier for people to learn and practice languages and hence be efficient at its intended target.
• The solution will be reliable for people depending on it to hone their language skills.
• It will elegantly integrate into the lives of its users.
• The solution will also be appropriate for the social problem it is focussing on.
Bjornson, K. (2013). The Importance of Learning a Second Language. Boise: Department of Modern Languages & Literatures, Boise State University.
Browns. (2018, 9 5). Browns English. Retrieved from Browns English: brownsenglish.edu.au
CoffeeStrap. (2018, 9 5). CoffeeStrap. Retrieved from CoffeeStrap: https://www.coffeestrap.com
Duolingo. (2018, 9 6). Duolingo about us. Retrieved from Duolingo: https://www.duolingo.com
Englsh Camp. (2018, 9 5). Englsh Camp World. Retrieved from Englsh Camp World: https://www.englishcampworld.com/
MacIntyre, P. D., Baker, S. C., Clément, R., & Conron, S. (2001, September). WILLINGNESS TO COMMUNICATE, SOCIAL SUPPORT, AND LANGUAGE-LEARNING ORIENTATIONS OF IMMERSION STUDENTS. Cambridge University Press, 23(3), 369-388.
Nikula, T., & Mård-Miettinen, K. (2014). Language learning in immersion and CLIL classrooms. Amsterdam: John Benjamins Publishing Company.