OVERVIEW
This project explored how to help adult learners of English as a Second / Foreign Language (ESL / EFL) improve upon their English-speaking skills through the use of an interactive, technological educational solution which also supports increased student motivation and engagement via remote learning.
For the purpose of this investigation, the up-and-coming langauge-learning app, called "Speakly," was evaluated and redesigned in order to better support user goals towards increasing English-language speaking fluency and ability.
The biggest barriers for many ESL / EFL learners has been and continues to be a lack of speaking opportunities and being able to get constructive feedback from native speakers and/or trained linguistic experts. At the same time, there are approximately 1.5 billion English language learners worldwide.
English has become the universal language in business, science, and media due to increased globalization. Learning English has become not just a “useful” skill to have, but it has become a necessary skill to compete and communicate in a global economic, digital and, social environment.
This project aimed to explore how the Speakly iOS mobile app, based on preliminary and investigative research methods, could be better designed in terms of new features, design elements, usability, and user experience to effectively support ESL / EFL learners in persuit of their English-fluency goals.
My role: I was the principal researcher and designer and I lead the project throughout all stages of the research and design cycle and final overseeing the final delivery | Duration: 14-Weeks | Tools: Miro, Figma, Sketch, InVision, Google Docs / Slides / Sheets, Google Meet
OVERVIEW
This project explored how to help adult learners of English as a Second / Foreign Language (ESL / EFL) improve upon their English-speaking skills through the use of an interactive, technological educational solution which also supports increased student motivation and engagement via remote learning.
For the purpose of this investigation, the up-and-coming langauge-learning app, called "Speakly," was evaluated and redesigned in order to better support user goals towards increasing English-language speaking fluency and ability.
The biggest barriers for many ESL / EFL learners has been and continues to be a lack of speaking opportunities and being able to get constructive feedback from native speakers and/or trained linguistic experts. At the same time, there are approximately 1.5 billion English language learners worldwide.
Given increasing globalization and that English is the universal language in business, science, and media, learning English has become not just a “useful” skill to have but it has become a necessary skill to compete and communicate in a global economic, digital and, social environment.
This project aimed to explore how the Speakly iOS mobile app, based on preliminary and investigative research methods, could be better designed in terms of new features, design elements, usability, and user experience to effectively support ESL / EFL learners in persuit of their English-fluency goals.
My role: I was the principal researcher and designer and I lead the project throughout all stages of the research and design cycle and final overseeing the final delivery | Duration: 14-Weeks | Tools: Miro, Figma, Sketch, InVision, Google Docs / Slides / Sheets, Google Meet
PROCESS
All aspects of the research and design process were conducted remotely from my location in the Netherlands and carried out in collaboration with colleagues located in Estonia and India in our Interaction Design Methods course. The project included the involvement of both Dutch, Estonian, and Indian participants in the context of their homes as well as remotely for the purpose of data collection.
Research Questions
RQ1: How can we help people, of all ages and demographic backgrounds, who are learning English as a Second / Foriegn Language (EFL / ESL) improve their speaking skills, which positively contributes to learner confidence and motivation, by using the Speakly mobile app?
RQ2: How can the Speakly mobile application be improved, in terms of new features and functionalities, in order to help students improve their English-speaking and communication skills through speaking practice opportunities and constructive, personalized feedback?
RQ3: How can these new features and functionalities in Speakly be designed in alignment with the principles of Self-Determination Theory (SDT) (Deci and Ryan, 2013) to increase the potential for greater student engagement and motivation throughout the learning experience?
PROCESS
All aspects of the research and design process were conducted remotely from my location in the Netherlands and carried out in collaboration with colleagues located in Estonia and India in our Interaction Design Methods course. The project included the involvement of both Dutch, Estonian, and Indian participants in the context of their homes as well as remotely for the purpose of data collection.
Research Questions
RQ1: How can we help people, of all ages and demographic backgrounds, who are learning English as a Second / Foriegn Language (EFL / ESL) improve their speaking skills, which positively contributes to learner confidence and motivation, by using the Speakly mobile app?
RQ2: How can the Speakly mobile application be improved, in terms of new features and functionalities, in order to help students improve their English-speaking and communication skills through speaking practice opportunities and constructive, personalized feedback?
RQ3: How can these new features and functionalities in Speakly be designed in alignment with the principles of Self-Determination Theory (SDT) (Deci and Ryan, 1985) to increase the potential for greater student engagement and motivation throughout the learning experience?
METHODOLOGY
(1) Preliminary research goals:
Explore user needs and deeply understand their values and expectations
This concerned the experiences, attitudes, beliefs, and values with regard to people who have, either in the past, or continuously in the present, taken part in learning English as a Second Language (ESL) and/or English as a Foreign Language (EFL). We also sought to understand how e-Learning has, or continues to, play a role in participants’ lives when it comes to learning, studying, and practicing English.
Design a technological solution driven by holistic understanding
This soltution should support English language-learners and positively stimulate motivation and engagement in the learning process among students through their educational journey. A sub-aim was that the technology could increase the effectiveness and impact of ESL tutors by empowering students and offering a more stimulating and enjoyable English-language learning experience.
(2) Methods and Data Collection:
Due to the fact that we were limited to both time, resource, and geographical constraints, we had to get creative and we utilized a mixed method interview approach using a combination of the epistolary (asynchronous) interview method and in-person / remote interviews. This allowed for a very flexible, efficient, and optimized means of data-collection that accomodated both the needs of us as researchers and the unique situational and availability needs of the participants.
For this process, I designed a semi-structured interview protocol to be followed as a script for each interview. Before the commencement of the interview, participants were instructed to complete a Consent and Confidentiality Agreement which gives an overview of the study, expectations, and reassurance towards participant privacy. Upon completion of the interview, participants were directed to complete a short demographic survey and questionnaire. These answers provided further information for defining our personas.
The interviews were conducted both asynchronously using various text-based chat platforms such as Slack, WhatsApp, iMessage, e-mail, etc and synchronously using Google Meet, FaceTime, Zoom, or in-person. It was left to the discretion of the interviewer and interviewee to decide upon which method (asynchronous and/or synchronous) was most appropriate and convenient for their interviews.
Epistolary interviews means being conducted “by letter.” The benefits of such interviews are that they are convenient and flexible where respondents respond meaningfully and thoughtfully at times that work best for them (Debenham, 2007). Additionally, “The method allows researchers to conduct several interviews at the same time, eliminates the need for transcription, and addresses internet reliability issues. Common approaches include email, custom apps, letters, and private message boards/instant messaging services” (McMaster University, 2021).
In-person and remote interviews are advantageous in that it allows for a deeper connection between researchers and participants in establishing rapport and building a stronger human connection (Design Kit, 2022; Nielsen Norman Group, 2018). From the interviewing process we can get a better understanding of what people’s goals, expectations, experiences, and values are in answering the deeper why and how questions.
(3) Participant selection and recruitment
Participants were selected via convenience sampling on the basis of their previous social connection with the researchers. Although this method poses a risk of bias in the findings, it does allow for more genuine and authentic feedback from participants due to previously established rapport. It also was an appropriate method given budgetary, time, and resource constraints. Inclusion and exclusion criteria:
To qualify for this study, participants needed to...
METHODOLOGY
(1) Preliminary research goals:
Explore user needs and deeply understand their values and expectations
This concerned the experiences, attitudes, beliefs, and values with regard to people who have, either in the past, or continuously in the present, taken part in learning English as a Second Language (ESL) and/or English as a Foreign Language (EFL). We also sought to understand how e-Learning has, or continues to, play a role in participants’ lives when it comes to learning, studying, and practicing English.
Design a technological solution driven by holistic understanding
This soltution should support English language-learners and positively stimulate motivation and engagement in the learning process among students through their educational journey. A sub-aim was that the technology could increase the effectiveness and impact of ESL tutors by empowering students and offering a more stimulating and enjoyable English-language learning experience.
(2) Methods and Data Collection:
Due to the fact that we were limited to both time, resource, and geographical constraints, we had to get creative and we utilized a mixed method interview approach using a combination of the epistolary (asynchronous) interview method and in-person / remote interviews. This allowed for a very flexible, efficient, and optimized means of data-collection that accomodated both the needs of us as researchers and the unique situational and availability needs of the participants.
For this process, I designed a semi-structured interview protocol to be followed as a script for each interview. Before the commencement of the interview, participants were instructed to complete a Consent and Confidentiality Agreement which gives an overview of the study, expectations, and reassurance towards participant privacy. Upon completion of the interview, participants were directed to complete a short demographic survey and questionnaire. These answers provided further information for defining our personas.
The interviews were conducted both asynchronously using various text-based chat platforms such as Slack, WhatsApp, iMessage, e-mail, etc and synchronously using Google Meet, FaceTime, Zoom, or in-person. It was left to the discretion of the interviewer and interviewee to decide upon which method (asynchronous and/or synchronous) was most appropriate and convenient for their interviews.
Epistolary interviews means being conducted “by letter.” The benefits of such interviews are that they are convenient and flexible where respondents respond meaningfully and thoughtfully at times that work best for them (Debenham, 2007). Additionally, “The method allows researchers to conduct several interviews at the same time, eliminates the need for transcription, and addresses internet reliability issues. Common approaches include email, custom apps, letters, and private message boards/instant messaging services” (McMaster University, 2021).
In-person and remote interviews are advantageous in that it allows for a deeper connection between researchers and participants in establishing rapport and building a stronger human connection (Design Kit, 2022; Nielsen Norman Group, 2018). From the interviewing process we can get a better understanding of what people’s goals, expectations, experiences, and values are in answering the deeper why and how questions.
(3) Participant selection and recruitment
Participants were selected via convenience sampling on the basis of their previous social connection with the researchers. Although this method poses a risk of bias in the findings, it does allow for more genuine and authentic feedback from participants due to previously established rapport. It also was an appropriate method given budgetary, time, and resource constraints. Inclusion and exclusion criteria:
To qualify for this study, participants needed to...
RESULTS AND ANALYSIS
In total, we conducted 5 semi-structured interviews in English, Dutch, and Estonian with individuals (3 Dutch, 2 Estonian) from diverse backgrounds varying in age, nationality, geographic location, educational background, English proficiency level, and technical skill level. The purpose was to ensure that we got a comprehensive understanding of user needs in order to understand and empathize with a wide array of perspectives, and experiences. The data from the interviews was transcribed and coded using inductive thematic analysis results were aggregated and synthesized using Miro.
User Personas Generated from User Interview Data
RESULTS AND ANALYSIS
In total, we conducted 5 semi-structured interviews in English, Dutch, and Estonian with individuals (3 Dutch, 2 Estonian) from diverse backgrounds varying in age, nationality, geographic location, educational background, English proficiency level, and technical skill level. I conducted 4 of the 5 interviews in total.
The purpose was to ensure that we got a comprehensive understanding of user needs in order to understand and empathize with a wide array of perspectives, and experiences. The data from the interviews was transcribed and coded using inductive thematic analysis results were aggregated and synthesized using Miro.
Personas Generated from User Interview Data
Results from Interview Data Organized Using Inductive Thematic Analysis
Results from Interview Data Organized Using Inductive Thematic Analysis
IMPLICATIONS FOR DESIGN
The proposed solution was called "Speaking Boost" which would be integrated into the Speakly app for iOS. This feature would offer a more flexible and personalized approach to learning through English-speaking practice that was both asynchronous and synchronous.
The problem is that the Speakly app, as it stands, does not allow users to set personal goals, users do not have autonomy over what they are learning or practicing (e.g., topics and themes are chosen by the system), and there is no opportunity to practice speaking with other learners (i.e., group sessions). In Speakly, there are paid, tutoring one-on-one sessions, but the topics are chosen by the educator and do not allow the learner to choose beforehand what the session’s conversation will focus on. Speakly prioritizes their focus on grammar and vocabulary building exercises, but lacks sufficient practical speaking opportunities.
The purpose of this feature is to assist English-learners in achieving their goals of becoming more fluent and confident in their speaking abilities through both synchronous and asynchronous modes of communication practice. Learners can choose from...
IMPLICATIONS FOR DESIGN
The proposed solution was called "Speaking Boost" which would be integrated into the Speakly app for iOS. This feature would offer a more flexible and personalized approach to learning through English-speaking practice that was both asynchronous and synchronous.
The problem is that the Speakly app, as it stands, does not allow users to set personal goals, users do not have autonomy over what they are learning or practicing (e.g., topics and themes are chosen by the system), and there is no opportunity to practice speaking with other learners (i.e., group sessions).
In Speakly, there are paid, tutoring one-on-one sessions, but the topics are chosen by the educator and do not allow the learner to choose beforehand what the session’s conversation will focus on. Speakly prioritizes their focus on grammar and vocabulary building exercises, but lacks sufficient practical speaking opportunities.
The purpose of this feature is to assist English-learners in achieving their goals of becoming more fluent and confident in their speaking abilities through both synchronous and asynchronous modes of communication practice.
Learners can choose from...
TESTING THE LOW-FIDELITY PROTOTYPE
1. Participant selection:
Participants were chosen on the basis of convenience sampling based on prior social and/or familial connections. Despite the fact that this poses sampling bias, it was necessary to utilize this method due to budget and time constraints. We could not offer monetary compensation for participants who took part in this process, thus aggregating a truly “random” sample was not feasible. However, our sample of participants included individuals (18 and older) who have in the past, or currently (ongoing) have taken part in learning English as a Second Language (ESL) or Foriegn Language (EFL). Our sample included individuals from diverse demographic, cultural, regional, professional, educational, and personal backgrounds. Inclusion criteria for participation required individuals to have a minimally A2 level (low intermediate) of English literacy skills and higher (C1 professional proficiency and/or C2 fluent).
2. Goal-driven tasks:
Participants were instructed to complete two goal driven tasks evaluating the onboarding experience. According to Toptal (2022), designing an effective user onboarding experience is absolutely critical for helping users understand what the product has to offer and if the product aligns with their individual needs and expectations. Toptal goes on to say that “nearly one in four users will abandon a mobile app after using it just once… It is highly likely that the users that ditched thought they would get something valuable from the app and weren’t immediately convinced.”
TESTING THE LOW-FIDELITY PROTOTYPE
1. Participant selection:
Participants were chosen on the basis of convenience sampling based on prior social and/or familial connections. Despite the fact that this poses sampling bias, it was necessary to utilize this method due to budget and time constraints. We could not offer monetary compensation for participants who took part in this process, thus aggregating a truly “random” sample was not feasible.
However, our sample of participants included individuals (18 and older) who have in the past, or currently (ongoing) have taken part in learning English as a Second Language (ESL) or Foriegn Language (EFL).
Our sample included individuals from diverse demographic, cultural, regional, professional, educational, and personal backgrounds. Inclusion criteria for participation required individuals to have a minimally A2 level (low intermediate) of English literacy skills and higher (C1 professional proficiency and/or C2 fluent).
2. Goal-driven tasks:
Participants were instructed to complete two goal driven tasks evaluating the onboarding experience. According to Toptal (2022), designing an effective user onboarding experience is absolutely critical for helping users understand what the product has to offer and if the product aligns with their individual needs and expectations.
Toptal goes on to say that “nearly one in four users will abandon a mobile app after using it just once… It is highly likely that the users that ditched thought they would get something valuable from the app and weren’t immediately convinced.”
3. Materials and Tools:
3. Materials and Tools:
4. Evaluation schema:
4. Evaluation schema:
5. User Flow diagram, Participants using “Speaking Boost” feature via the Speakly mobile app
5. User Flow diagram, Participants using “Speaking Boost” feature via the Speakly mobile app
5. Low-Fidelity Prototype in Sketch Workspace
6. Low-Fidelity Prototype in Sketch Workspace
6. Results from user testing sessions with low fidelity prototype
General Summary of Feedback and Results
7. Results from user testing sessions with low fidelity prototype
General Summary of Feedback and Results
Reflection and Understanding Feedback
Translating User Feedback to Design Changes and Decisions
Reflection and Understanding Feedback
Translating User Feedback to Design Changes and Decisions
DESIGNING THE HIGH FIDELITY PROTOTYPE
Using the feedback recieved from participants during the low-fidelity testing sessions, the low fidelity prototype was refined to improve certain aspects of the design. This included: more clearly demonstrating how features work in terms of their functionality to match user expectations; more personalized learning experience that suits the needs and interests of learners; and the ability to get useful and objective feedback from tutors about one's performace in speaking. The high fidelity prototype was designed using Figma.
DESIGNING THE HIGH FIDELITY PROTOTYPE
Using the feedback recieved from participants during the low-fidelity testing sessions, the low fidelity prototype was refined to improve certain aspects of the design.
This included: more clearly demonstrating how features work in terms of their functionality to match user expectations; more personalized learning experience that suits the needs and interests of learners; and the ability to get useful and objective feedback from tutors about one's performace in speaking.
Demonstration of interactive prototype in Figma
Demo of interactive prototype in Figma
8. Evaluation Process
An assessment based and validation based approach was carried out via expert evaluation following the guidelines and procedures outlined by Goodman et. al (2012). This meaning, “to test features during implementation,” and “to certify that features meet certain standards and benchmarks in the evaluative process” (pp. 274). Four participants in total to capture a wide range of insights and perspectives about our high-fidelity prototype in terms of the features, functionality, technical limitations, and market viability. We followed the “Creating Tasks” framework outlined by Goodman et. al (2012, pp. 283) when designing three tasks that our experts had to complete to navigate through and evaluate our high-fidelity prototype. These tasks were: reasonable, defined in terms of end goals, specific, doable, in a realistic sequence, domain neutral, and of reasonable length.
The tasks were designed to emulate a “real world” user experience whereby users would interact with the product in pursuit of their end goal(s) (i.e., improving upon their English language speaking skills). However, at this point of the design process we were mainly concerned with collecting more qualitative and experiential data versus pure usability data / statistics such as time-on-task and task completion time as was prioritized in our previous low-fidelity evaluation. That said, the process employed the Concurrent-Think Aloud (CTA) method, goal driven tasks, and a short-answer open-ended post-test questionnaire.
Goal-Driven Tasks
8. Evaluation Process
An assessment based and validation based approach was carried out via expert evaluation following the guidelines and procedures outlined by Goodman et. al (2012). This meaning, “to test features during implementation,” and “to certify that features meet certain standards and benchmarks in the evaluative process” (pp. 274).
Four participants in total to capture a wide range of insights and perspectives about our high-fidelity prototype in terms of the features, functionality, technical limitations, and market viability.
We followed the “Creating Tasks” framework outlined by Goodman et. al (2012, pp. 283) when designing three tasks that our experts had to complete to navigate through and evaluate our high-fidelity prototype.
The tasks were: reasonable, defined in terms of end goals, specific, doable, in a realistic sequence, domain neutral, and of reasonable length.
Tasks were designed to emulate a “real world” user experience whereby users would interact with the product in pursuit of their end goal(s) (i.e., improving upon their English language speaking skills).
However, at this point of the design process we were mainly concerned with collecting more qualitative and experiential data versus pure usability data / statistics such as time-on-task and task completion time as was prioritized in our previous low-fidelity evaluation.
That said, the process employed the Concurrent-Think Aloud (CTA) method, goal driven tasks, and a short-answer open-ended post-test questionnaire.
Goal-Driven Tasks
FEEDBACK FROM EXPERTS
In completing the goal-driven tasks and post-test, semi-structured interview, the following insights were gathered.
FEEDBACK FROM EXPERTS
In completing the goal-driven tasks and post-test, semi-structured interview, the following insights were gathered.
Flow 1: Onboarding and create user account
Flow 2: Offline recorded asynchronous exercises
Flow 3: 1-on-1 Tutoring sessions with a live tutor
Flow 4: Group Chat casual Lounge sessions
Flow 1: Onboarding and create user account
Flow 2: Offline recorded asynchronous exercises
Flow 3: 1-on-1 Tutoring sessions with a live tutor
Flow 4: Group Chat casual Lounge sessions
KEY INSIGHTS FOR DESIGN & FUNCTIONALITY
Being able to determine the quality of the tutors was important (1-on-1 Tutoring Sessions)
"I may not be learning a language at the moment, but I do like the idea that I am able to connect with tutors. But, it really depends on the quality and the pricing of the tutors, how easy it is to cancel if I don’t like a tutor. I have all these worries and I wonder if a tutor is not good quality or flakey, I wonder what rights I may have. Am I able to opt out whenever I want?" – Expert 1
Strong support for autonomous learning through asynchronous practice (Offline Speaking Exercises)
“I think the app was simple, but in a very good way. You don’t have to do too much to be able to use it. It’s nice to have an asynchronous option. That’s really important because of time zones, busy lives, it’s nice to say ‘Tomorrow at 11 am I am going to practice,’ so it’s continuity. You can be really serious about something and say that every morning I am gonna speak English for half an hour and improve. It’s your own schedule.” – Expert 1
Group learning environments should be accessible and well-regulated (Group Lounge Sessions)
“I do really like this idea of this speaking and listening focused app with others because that would allow you to pop into an actual conversation. I love that you have a moderator, because then it would make sure that everyone can say something and could correct your mistakes or help you say something a different way. I would love to see the lounges. It could be very interesting.” – Expert 2
User Interface (UI) and related functionalities (UX) allowed for a positive and enjoyable experience
“I liked that there was not too much going on or too many buttons that were distracting. If I compare this to Duolingo, it had badges, it had shiny things, it had paths, it forces me to choose to go left or right, but I don’t want to choose, I just want to start practicing learning a language. I like that this was very straightforward and asked: ‘Do you want to practice offline?’ and here’s a nice little list of cool options and the question of free-form chatting. I liked how it walked me through what I had to do, it was very clear the whole time, I never actually got confused while using the app." – Expert 2
KEY INSIGHTS FOR DESIGN & FUNCTIONALITY
Being able to determine the quality of the tutors was important (1-on-1 Tutoring Sessions)
"I may not be learning a language at the moment, but I do like the idea that I am able to connect with tutors. But, it really depends on the quality and the pricing of the tutors, how easy it is to cancel if I don’t like a tutor. I have all these worries and I wonder if a tutor is not good quality or flakey, I wonder what rights I may have. Am I able to opt out whenever I want?" – Expert 1
Strong support for autonomous learning through asynchronous practice (Offline Speaking Exercises)
“I think the app was simple, but in a very good way. You don’t have to do too much to be able to use it. It’s nice to have an asynchronous option. That’s really important because of time zones, busy lives, it’s nice to say ‘Tomorrow at 11 am I am going to practice,’ so it’s continuity. You can be really serious about something and say that every morning I am gonna speak English for half an hour and improve. It’s your own schedule.” – Expert 1
Group learning environments should be accessible and well-regulated (Group Lounge Sessions)
“I do really like this idea of this speaking and listening focused app with others because that would allow you to pop into an actual conversation. I love that you have a moderator, because then it would make sure that everyone can say something and could correct your mistakes or help you say something a different way. I would love to see the lounges. It could be very interesting.” – Expert 2
User Interface (UI) and related functionalities (UX) allowed for a positive and enjoyable experience
“I liked that there was not too much going on or too many buttons that were distracting. If I compare this to Duolingo, it had badges, it had shiny things, it had paths, it forces me to choose to go left or right, but I don’t want to choose, I just want to start practicing learning a language. I like that this was very straightforward and asked: ‘Do you want to practice offline?’ and here’s a nice little list of cool options and the question of free-form chatting. I liked how it walked me through what I had to do, it was very clear the whole time, I never actually got confused while using the app." – Expert 2
CONCLUSION
In researching and designing the Speaking Boost feature for the Speakly app, we more effectively reached our goals in enhancing the language-speaking experience for English as a Second-Language (ESL) and English as a Foreign Language (EFL) learners. This was demonstrated through in-depth qualitative analysis, usability testing, design iteration as informed by research insights, and expert review.
Revisiting the Research Questions
1. When it comes to motivation and engagement amongst adult ESL and EFL learners, confindence, convenience, and applied speaking practice play a major role in personal success.
A lack of consistent applied speaking practice opportunities with native speakers leaves people feeling demotivated as they feel "What's the point of learning if I can't use it?" At the same time, this creates a negative feedback loop where lack of speaking practice leaves people feeling less confident in their skills and anxious about making mistakes. This creates a mental barrier to practice speaking more often which would positively increase skills and confidence.
At the same time, adult learners desire a means of learning that fit within their personal contexts and everyday busy lives. The traditional "classroom" setting is not feasible for most people who are working, studying, and/or raising a family. Meanwhile, adult learners desire programs that focus on topics that interest them (e.g., hobbies and leisure, professional skills and work, etc.) versus seemingly random topics that are imposed upon them in a cirriculum.
2. Based on the results, despite the name "Speakly," the service falls short of providing practical applied speaking practice that emulates real-world conversational experiences.
In our proposal for the "Speaking Boost" feature, it allows for multi-modal remote speaking opportunities that take place either in real-time or offline through recorded exercises. This caters to personalization by situating this feature within the contextual needs of users. Based on the results, people valued both being able to converse in real time with a tutor, but also in tandem (asynchronously) through recorded exercises.
3. With regard to "Self Determination Theory' (Deci and Ryan, 2013) increasing student motivation and engagement can be achieved through the "Speaking Boost" feature as it integrates and supports (1) learner autonomy; (2) self-efficacy; and (3) relatedness.
ESL and EFL learners are able to exercise autonomy through independent and self-directed learning in a remote, self-paced and highly personalized learning environment. This allows learners to feel in greater control of how they learn. Allowing for increased speaking practice opportunities, it supports feelings of competence and one's ability to achieve their speaking goals. Lastly, learners can socially connect with a tutor one-on-one as well as fellow learners like them which generates a sense of connection with others. All of these factors combined, creates a positive and motivating language learning environment.
CONCLUSION
In researching and designing the Speaking Boost feature for the Speakly app, we more effectively reached our goals in enhancing the language-speaking experience for English as a Second-Language (ESL) and English as a Foreign Language (EFL) learners. This was demonstrated through in-depth qualitative analysis, usability testing, design iteration as informed by research insights, and expert review.
Revisiting the Research Questions
1. When it comes to motivation and engagement amongst adult ESL and EFL learners, confindence, convenience, and applied speaking practice play a major role in personal success.
A lack of consistent applied speaking practice opportunities with native speakers leaves people feeling demotivated as they feel "What's the point of learning if I can't use it?" At the same time, this creates a negative feedback loop where lack of speaking practice leaves people feeling less confident in their skills and anxious about making mistakes. This creates a mental barrier to practice speaking more often which would positively increase skills and confidence.
At the same time, adult learners desire a means of learning that fit within their personal contexts and everyday busy lives. The traditional "classroom" setting is not feasible for most people who are working, studying, and/or raising a family. Meanwhile, adult learners desire programs that focus on topics that interest them (e.g., hobbies and leisure, professional skills and work, etc.) versus seemingly random topics that are imposed upon them in a curriculum.
2. Based on the results, despite the name "Speakly," the service falls short of providing practical applied speaking practice that emulates real-world conversational experiences.
In our proposal for the "Speaking Boost" feature, it allows for multi-modal remote speaking opportunities that take place either in real-time or offline through recorded exercises. This caters to personalization by situating this feature within the contextual needs of users. Based on the results, people valued both being able to converse in real time with a tutor, but also in tandem (asynchronously) through recorded exercises.
3. With regard to "Self Determination Theory' (Deci and Ryan, 1985) increasing student motivation and engagement can be achieved through the "Speaking Boost" feature as it integrates and supports (1) learner autonomy; (2) self-efficacy; and (3) social relatedness.
ESL and EFL learners are able to exercise autonomy through independent and self-directed learning in a remote, self-paced and highly personalized learning environment. This allows learners to feel in greater control of how they learn. Allowing for increased speaking practice opportunities, it supports feelings of competence and one's ability to achieve their speaking goals. Lastly, learners can socially connect with a tutor one-on-one as well as fellow learners like them which generates a sense of connection with others. All of these factors combined, creates a positive and motivating language learning environment.
REFERENCES
1. Debenham, M. (2007). Epistolary interviews on-line: A novel addition to the researcher’s palette. JISC TechDis. https://www.debenham.org.uk/personal/Epistolary_Interviews_On-line.pdf
2. Deci, E. L., & Ryan, R. M. (2013). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
3. Design Kit. (2022). Interview Methods. From https://www.designkit.org/methods/2
4. Goodman, E., Kuniavsky, M., & Moed A, (2012). Observing the user experience: A practitioner's guide to user research. Elsevier.
5. McMaster University. (2021, April). Qualitative Research at a Distance. Spark - McMaster University. Retrieved September 26, 2022, from https://spark.mcmaster.ca/documents/pandemic-friendly-qualitative-methods.pdf
6. Nielsen Norman Group. (2018). User Interviews: How, When, and Why to Conduct Them. From https://www.nngroup.com/articles/user-interviews/
REFERENCES
1. Debenham, M. (2007). Epistolary interviews on-line: A novel addition to the researcher’s palette. JISC TechDis. https://www.debenham.org.uk/personal/Epistolary_Interviews_On-line.pdf
2. Deci, E. L., & Ryan, R. M. (2013). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
3. Design Kit. (2022). Interview Methods. From https://www.designkit.org/methods/2
4. Goodman, E., Kuniavsky, M., & Moed A, (2012). Observing the user experience: A practitioner's guide to user research. Elsevier.
5. McMaster University. (2021, April). Qualitative Research at a Distance. Spark - McMaster University. Retrieved September 26, 2022, from https://spark.mcmaster.ca/documents/pandemic-friendly-qualitative-methods.pdf
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