ENGLISH AS A SECOND LANGUAGE · 2015. 9. 10. · CS410 Blue Team - March 6, 2015 . Mentor - Greg...
Transcript of ENGLISH AS A SECOND LANGUAGE · 2015. 9. 10. · CS410 Blue Team - March 6, 2015 . Mentor - Greg...
ENGLISH AS A
SECOND LANGUAGE CS410 Blue Team
March 6, 2015
Outline 2
Mentor
The Blue Team
ESL Difficulties
Customer Base
Case Study
Current Workflow
Areas Needing
Improvement
Main Goals
Solution Characteristics
New and Improved
Workflow
Major Functional
Components
Requirements
Software Design
Requirements
Feasibility Analysis
Exclusions
The Competition
Added Benefits
References
Questions
CS410 Blue Team - March 6, 2015
Mentor - Greg Raver-Lampman 3
CS410 Blue Team - March 6, 2015
The Blue Team 4
Ashley
Grimm
Adriana
Vecchio
John
Mitchell
Keith
Collins
Richard
Evans
Kyle
Vernier
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Teaching Difficulties 5
ESL teachers lack sufficient time to design
worksheets customized to each individual student’s
coursework
Creating worksheets is very time consuming
ESL teachers have many students
ESL students don’t gain familiarity with English in their
specific field of study
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Customer Base 6
ESL teachers at a university level
Other stakeholders and potential customers:
■ Students
■ ESL teachers at other grade levels
■ Primary school English teachers
■ Tutors
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Case Study 7
Market analysis + benefits to the customer base
2013/2014 International Student Enrollment at US
Institutions: 886,052
■ 8.1% increase from previous year
■ 4.2% of total student enrollment
International Student Enrollment at US Institutions
CS410 Blue Team - March 6, 2015 Figure 1: International Student Enrollment, from Institute of International Education
Case Study 8
Market analysis + benefits to the customer base
Top fields of study use technical language
■ Business and Management – 21.2%
■ Engineering – 19.2%
■ Math and Computer Science – 10.3%
CS410 Blue Team - March 6, 2015 Figure 2: Top Fields of Study, adapted from Institute of International Education
Case Study 9
Market analysis + benefits to the customer base
Primary Source of Students’ Funds
■ Personal and Family - 64.8%
■ U.S. College or University - 19.3%
CS410 Blue Team - March 6, 2015 Figure 3: Source of Funds, adapted from Institute of International Education
Current Workflow 10
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Areas Needing Improvement 11
Instructors create exercises by hand
Exercises presented on paper worksheets
Instructor grades exercises by hand
Exercises distributed and returned in-person
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Main Goals 12
Minimize teacher time spent creating worksheets
Minimize teacher time spent grading
Customize worksheets for students
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Solution Characteristics 13
Automated exercise creation
Digital exercises
Automatic grading
Electronic delivery to/from student/instructor
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New and Improved Workflow 14
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Major Functional Components
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15
Hardware/Software Components 16
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Interfaces 17
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Additional Components 18
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Requirements 19
Graphical User
Interface
(GUI)
Database
Web Server
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Software Design Requirements 20
Custom APIs to automate:
Identifying parts of speech
Creating worksheets
Automated grading
Delivery to students
Delivery to instructor
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Feasibility Analysis 21
The Blue Team solution will:
Create worksheets from uploaded text
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Feasibility Analysis 22
The Blue Team solution will:
Save worksheets
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Feasibility Analysis 23
The Blue Team solution will:
Identify and remove parts of speech using COLRS
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Feasibility Analysis 24
The Blue Team solution will:
Deliver worksheets to students electronically
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Feasibility Analysis 25
The Blue Team solution will:
Allow students to complete the worksheets through a
web browser
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Feasibility Analysis 26
The Blue Team solution will:
Grade the worksheets based on the percentage of
correct responses
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Feasibility Analysis 27
The Blue Team solution will:
Deliver completed, graded worksheets to the instructor
electronically
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Feasibility Analysis 28
The Blue Team solution will:
Require authenticated instructor and student users
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Exclusions 29
The Blue Team solution will not:
Be publicly available
Show the student the correct answers until the
worksheet is submitted
Generate worksheets without uploaded text or
previously saved text
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The Competition 30
Englishpage.com
Create worksheets automatically Yes
Require the student to identify proper parts of
speech
Yes
Create worksheet from existing text No
Create worksheet on particular area of study No
Deliver worksheets to students electronically No
Automatically grade worksheets Yes
Return worksheets to teacher for review No
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The Competition 31
English Grammar 101
Create worksheets automatically Yes
Require the student to identify proper parts of
speech
Yes
Create worksheet from existing text No
Create worksheet on particular area of study No
Deliver worksheets to students electronically No
Automatically grade worksheets No
Return worksheets to teacher for review No
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Blue Team Solution 32
Create worksheets automatically Yes
Require the student to identify proper parts of
speech
Yes
Create worksheet from existing text Yes
Create worksheet on particular area of study Yes
Deliver worksheets to students electronically Yes
Automatically grade worksheets Yes
Return worksheets to teacher for review Yes
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Added Benefits 33
Individualized worksheets reinforce English in a
particular subject of study
Reducing time spent creating worksheets allows for
more actual teaching time
Allows for more worksheets and thus more practice
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References, 1 of 2 34
■ Cingletree Learning. (1999-2015). Foreword. Retrieved February 8, 2015, from English
Grammer 101 Online:
http://lessons.englishgrammar101.com/EnglishGrammar101/Foreword.aspx.
■ English Grammer. (n.d.). (Edufind, Producer) Retrieved February 8, 2015, from
edufind.com:http://www.edufind.com/english-grammar/english-grammar-guide.
■ Institute of International Education. (2015). Fast Facts. Retrieved February 2015, from Institue
of International Education: http://www.iie.org/Research-and-Publications/Open-
Doors/Data/Fast-Facts
■ Language Dynamics. (n.d.). Online English Grammar Book. Retrieved February 8, 2015, from
Englishpage.com:http://www.englishpage.com/grammar/.
■ Ling, G., Wolf, M. K., Cho, Y., & Wang, Y. (2014). English-as-a-Second-Language Programs
for Matriculated Students in the United States: An Exploratory Survey and Some Issues. ETS
Research Reports Series, 2014(2), 1-19.
■ Maftoon, P., Birjandi, P., & Pahlavani, P. (2014). The Impact of Using Computer-aided
Argument Mapping (CAAM) on the Improvement of Writing Achievement of Iranian Learners
of English. Theory & Practice In Language Studies, 4(5), 982-988.
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References, 2 of 2 35
■ Old Dominion University. (n.d.). ELC Programs & Courses. Retrieved February 8, 2015, from ODU:https://www.odu.edu/cepd/esl/courses.
■ Pin-hsiang, N. W., & Kawamura, M. (2014). Mind and material: The interplay between computer-related and second language factors in online communication dialogues. JALT CALL Journal, 10(3), 159-174.
■ Professor Greg Raver-Lampman. Mentor.
■ Saqlain, N., & Mahmood, Z. (2013). English Language Instructors' Perceptions about Technology-Based Language Learning at Northern Border University in Saudi Arabia. Turkish Online Journal Of Educational Technology - TOJET, 12(2), 106-110.
■ Savas, P. (2014). Tablet PCs as Instructional Tools in English as a Foreign Language Education. Turkish Online Journal Of Educational Technology - TOJET, 13(1), 217-222.
■ The Writing Center at UNC Chapel Hill. (2010-2014). Just Check My Grammar. Retrieved February 8, 2015, from The Writing Center: http://writingcenter.unc.edu/faculty-resources/tips-on-teaching-esl-students/just-check-my-grammar/.
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Questions? 36
For more reference material, please visit our
website:
http://www.cs.odu.edu/~410blue
CS410 Blue Team - March 6, 2015