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Conversation Partner Platform CPP Connecting ESL and EFL students with

Our platform connects ESL and EFL students with native or fluent English speakers for live conversational practice, filling the gap in current language learning methods. Students can schedule appointments and engage in conversation with compatible matches, improving their listening and speaking skills.

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Conversation Partner Platform CPP Connecting ESL and EFL students with

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  1. Conversation Partner Platform CPP Connecting ESL and EFL students with English speakers around the world Design Presentation Old Dominion University_Fall 2016_CS410_Red Team December 7, 2016

  2. Presentation Outline

  3. Fall 2016 CS410 Red Team Bryan Moore Caroline Maiorana Fatuma Ahmed Harrison Hornsby Ryan Lachman Joshua Stallard Matthew Talamo Database Leader + Development Research Web Development Cybersecurity Research UI/UX + Server Mentor: Greg Raver-Lampman

  4. Problem Statement Current methods of teaching and learning English, lacking a live conversational component, result in students that struggle to speak and listen as well as they can read and write. It is difficult for ESL and EFL students to find native or fluent English speakers available to facilitate the practical mastery of listening and speaking.

  5. Customer

  6. All four-year and two-year colleges in the United States, especially those with ESL program • Approximately 540 university ESL programs in US [ESLdirectory] • EFL programs in China, Japan, Korea[Raver-Lampman] The Customer Design Presentation_CS410_Red Team_December 7, 2016 6

  7. Example Customer: Old Dominion University • 1,092 international students from 180 countries at ODU [ODU] • Common first languages are Chinese, Japanese, Korean, French, Arabic, Portuguese, Spanish, Vietnamese • ODU English Language Center offers Conversation Partner Program [ODU] • Intensive English Program [ODU]

  8. English as a Foreign Language (EFL) in China, Japan, South Korea • China • World’s largest market for English with 300,000+ students learning English [Go Overseas] • Public schools start English education at age 9 [Go Overseas] • 250,000+ or over 30% of all international students in U.S. are Chinese [Go Overseas] • Japan • In school, English education starts at age 10 [The Japan Times] • Emphasis on grammar, writing, reading [gengo] and neglecting speaking, listening • Teaching to the tests and lack of using English [RocketNews24] • South Korea • $17 billion of spending per year to hire native English speakers [The Diplomat] • Efficiency of learning and studying English is very poor [Cho] • Korean students come to U.S. and cannot understand spoken English; Their American friends cannot understand English expressions and phrases taught in Korea [Cho]

  9. Anyone who wants to practice speaking English • Parents who want to encourage young children to speak English • Individuals learning English for work or studying abroad • Individuals travelling or moving to English-speaking countries • Any native or fluent English speaker • Individuals who want to interact with diverse group of people • Individuals interested in learning about different cultures • Individuals seeking volunteer experience • Individuals in need of teaching and tutoring experience Our Secondary Market

  10. Current Process

  11. Current Process Flow

  12. Difficulties in Connecting withEnglish Speakers • Applications connecting language learners exist, however, with few active users • Traveling abroad to English-speaking countries (immersion) is not an option for many students due to time and money

  13. Our Solution

  14. Solution Statement Conversation Partner Platform (CPP) CPP synchronously connects geographically diverse ESL and EFL students with native or fluent English speakers for opportunities to practice listening and speaking

  15. Modified Process Flow

  16. Solution Characteristics • CPP is a unique tool • CPP as an element of the course [De Llanas] • Appointment scheduling • User verification • Students interact with native or fluent English speakers for conversation practice, based on compatible matching

  17. Example of Compatible Matching Johnson (Native English speaker) Ming (ESL student) • Ming and Johnson must be available at the same time • Johnson either • Speaks Ming’s first language • Wants to learn Ming’s first language and culture • Johnson is looking for volunteer experience • Ming and Johnson both like baseball and classical music

  18. Design Approach

  19. Design Approach

  20. Database Schema

  21. CPP Database Schema

  22. Functional Components

  23. Major Functional Components: Hardware and Software

  24. UI Site Map

  25. CPP UI Site Map

  26. CPP Prototype Example - Mobile App (Left) Figure1 Sign up screen for ESL and EFL students (Right) Figure2 Sign up screen For native English speakers

  27. CPP Prototype Example - Mobile App (continued) (Left) Figure3 Video Call (Right) Figure4 Rating screen post-conversation

  28. CPP Prototype Example - Desktop Website

  29. CPP Prototype Example - Desktop Website (cont.)

  30. CPP Prototype Example - Desktop Website (cont.)

  31. Algorithms

  32. Algorithm - Sign Up

  33. Algorithm - Matching

  34. Algorithm - Log In

  35. Risks

  36. CPP Risk Matrix

  37. Technical Risks • T1: Audio or video • T2: Multiple platforms • T3: Matching algorithms • T4: Database security • T5: Internet connection • T6: UI in Multiple languages

  38. Customer Risks • C1: Number of users • C2: Different environments • C3: User personal information • C4: Inappropriate activity • C5: User errors

  39. Competition Matrices

  40. Competition Matrix I : Conferencing Tools

  41. Competition Matrix II : Classroom Use

  42. Conclusion

  43. Conclusion • ESL and EFL students around the world need to connect with native or fluent English speakers in order to improve in speaking and listening • Native and fluent English speakers benefit by conversing with people from different cultural backgrounds • Universities (organizations) benefit by providing their ESL students with a tool to facilitate the practical mastery of English, helping them succeed in college

  44. The End

  45. References De Llanas, Nancy Walker. "A High School Language Teacher's Point of View on Language Learning and App to Help Connect with Other Learners." Personal interview. 6 Oct. 2016. Spanish Teacher at Fairfax County Public Schools, Virginia Raver-Lampman, Greg. "A University Lecturer's Point of View on Language Learning and App to Help Connect With Other Learners." Personal interview. 11 Oct. 2016. Lecturer at ODU English Language Center and Red Team Mentor Mott, Jon. "Approval of CPP from Current Language Instructors." Online interview. 15 Oct. 2016. English Teacher in Japan "4 Essential Skills in Language Learning." Languagelearningportal. StudyPortals B.V., 8 Jan. 2016. Web. 16 Oct. 2016. "The Most Spoken Languages In America." Worldatlas. Worldatlas, 19 Sept. 2016. Web. 16 Oct. 2016. Blatt, Ben. "Tagalog in California, Cherokee in Arkansas." Slate. The Slate Group, 13 May 2014. Web. 16 Oct. 2016. "Number of U.S. Colleges and Universities and Degrees Awarded, 2005." Infoplease. Sandbox Networks, Inc., n.d. Web. 17 Oct. 2016. National Center for Education Statistics, Digest of Education Statistics, 2006. "High School Facts at a Glance." U.S. Department of Education. U.S. Department of Education, 8 June 2014. Web. 17 Oct. 2016. Goldberg, David, Dennis Looney, and Natalia Lusin. "Enrollments in Languages Other Than English in United States Institutions of Higher Education, Fall 2013." MLA. Modern Language Association of America, Feb. 2015. Web. 17 Oct. 2016. Gamlam, Richelle. "How the ESL Industry in China Is Changing." Go Overseas. Go Overseas, 1 Feb. 2016. Web. 1 Nov. 2016.

  46. References (continued) "United States ESL Schools and Programs." ESL Directory. ESL Directory, n.d. Web. 4 Nov. 2016. "Limited-English Students Test Public Schools." Face the Facts USA. George Washington University, 12 Aug. 2013. Web. 4 Nov. 2016. Gardner, Walt. "Bring English Immersion to Japanese Classrooms." The Japan Times. The Japan Times, 30 Aug. 2016. Web. 5 Nov. 2016. Seeroi, Ken. "Why Are Japanese so Bad at English?" JapanToday. GPlusMedia Co., Ltd., 6 May 2012. Web. 4 Nov. 2016. Cho, Jaekeun. "Understanding the Importance of English Education in South Korea and Exploring the Reasons Why South Korean Students Come to a University in the Midwest." Diss. U of Nebraska-Lincoln, 2014. Department of Educational Administration. Web. 5 Nov. 2016. "English Education in Korea: Unrealistic Expectations." The Diplomat. The Diplomat, 18 Oct. 2014. Web. 5 Nov. 2016. Kashihara, Tetsuya. Proc. of 12TH OECD - JAPAN SEMINAR: “GLOBALISATION AND LINGUISTIC COMPETENCIES: RESPONDING TO DIVERSITY IN LANGUAGE ENVIRONMENTS”. Institut D'Etudes Politiques De Paris, n.d. Web. 5 Nov. 2016. Gabriel, Jenie. "English Education in Japan: Challenges and Changes." Gengo. Gengo Inc, 18 July 2016. Web. 5 Nov. 2016. Fukada, Takahiro. "Elementary Schools to Get English." The Japan Times. The Japan Times Ltd, 29 June 2010. Web. 5 Nov. 2016. “About ODU.” Old Dominion University. Old Dominion University, n.d. Web. 8 Nov. 2016.

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