The Module

Needs Analysis

Empathy Map

Persona

With the recent development of a new product and an expanding clientele, it became clear that many non-native English speakers had difficulty successfully expressing themselves in English. When interacting in professional contexts, they frequently struggled with fluency, pronunciation, vocabulary, and confidence in general. This was especially noticeable during interactions in which they had to communicate difficult concepts, answer questions quickly, or engage in spontaneous discussions. This language barrier hindered their capacity to express what they know, establish rapport with colleagues and clients, and advance in their jobs. 

After informal observations and discussions, I determined that a likely fundamental reason for this gap in proficiency is a lack of specific support targeted to their needs. To address the instructional problem, I proposed an e-learning module including immersive language practice activities to overcome this gap and enable non-native English-speaking professionals to realize their full potential in professional contexts. This solution engages learners in authentic professional scenarios. Roleplaying activities, targeted language exercises, and personalized feedback all help to build fluency and confidence. It makes use of current resources such as Canvas Instructure, YouTube, and Flipgrid to provide an immersive learning experience without requiring expensive and possibly inaccessible devices. 

Resources: Personal work laptops

Budget: No allocation

Constraints: Limited availability

Timeline: One month

Potential Challenges: The requirement for active engagement and practice could represent a problem in implementing this e-learning solution. To improve their spoken English fluency, learners must actively participate in roleplays and speaking activities. Some students may be self-conscious or unwilling to practice speaking in an online setting, which may impede their progress.

Steps to address the challenge: To overcome this problem, it was essential to develop a supportive and encouraging learning environment. The first step to accomplishing this is by trying to build a sense of community among learners. I designed the module to contain collaborative projects and discussion forums through Flipgrid in which learners can interact with each other. Furthermore, detailed instructions, examples, and grading criteria for each task were implemented to reduce anxiety and guide learners throughout the module. Regular and supportive feedback from instructors and peers also assisted in motivating learners. 

Goal: 

To help non-native English-speaking working professionals improve their spoken English fluency and confidence in professional settings, allowing them to communicate clearly and express themselves effectively during job-related tasks including presentations, meetings, negotiations, and networking.

Objectives:

• Evaluate their current level of spoken English proficiency and identify areas for improvement. 

• Demonstrate comprehension and application of relevant vocabulary in professional contexts through accurate word choice. 

• Apply effective communication strategies and techniques in a professional setting by expressing ideas, opinions, and complex concepts with confidence and fluency. 

• Identify word stress patterns in spoken English to enhance pronunciation and ensure clear and fluent communication. 

• Apply pronunciation accuracy and clarity in spoken English through targeted practice of specific sounds, words, or intonation patterns. 

• Identify and summarize effective communication strategies in professional contexts, applying them to enhance their own spoken English fluency and confidence. 

• Apply effective communication strategies and techniques in simulated workplace negotiation scenarios, boosting their confidence and fluency in professional communication. 

• Demonstrate improved spoken English fluency, professional confidence, and effective communication skills, including vocabulary use, pronunciation, and overall communication strategies, through a professional presentation in a networking event setting. 

Design Process

Conceptualization/Ideation:

• • Conducted a needs analysis to understand learners' needs.

  • Conceptualized the module's goals, objectives, and target audience needs.

  • Ensured alignment between the module's vision and learner needs.

  • Made informed decisions to keep the course simple, yet effective.

Course Structure:

• • Planned the course structure around three sections and welcome/resource sections.

  • Designed assessments (formative and summative) to measure understanding.

  • Developed clear instructions and grading criteria for learners.

Content Creation:

• • Curated course materials, including videos and resources.

  • Leveraged my ESL instructor experience to create texts, quizzes, and assignments.

  • Used Microsoft Word for initial content creation before uploading to Canvas.

Interactivity:

• • Designed a welcome page for easy navigation, enhancing user experience.

  • Integrated interactive elements such as videos, role-playing scenarios, and Flipgrid to promote learner engagement and interaction.

Accessibility and Compatibility:

• • Followed OSCQR standards and Universal Design Principles.

  • Maintained a consistent structure and layout, focusing on white space and contrast.

  • Ensured all videos had closed captioning and transcripts for accessibility.

  • Included alternative text for images and provided alternative content formats.

Module Description

"Enhancing Spoken English Fluency and Confidence in Professional Settings" 

This module aims to help non-native English-speaking working professionals improve their spoken English fluency and confidence in professional settings, enabling them to communicate clearly and express themselves effectively during job-related tasks, including presentations, meetings, negotiations, and networking. The module was designed on Canvas Instructure and is to be completed within one month.

Organization

The module is structured into three distinct sections that aim to enhance fluency, pronunciation, and confidence, all of which align with the learning goal. Each section follows a consistent format, starting with a video that introduces the vocabulary and expressions relevant to that section. This is followed by two formative assessments: the first being a short quiz or activity, and the second involving a comprehensive assignment usually centered around a scenario, both of which reinforce the vocabulary and communication skills from the beginning of the section. The last formative assessments of each section are submitted through Flipgrid, allowing learners to record their responses and interact with instructors and peers by providing personalized feedback. In addition to the three sections, the module also includes a welcoming section, a summative assessment, and a resource section.

Welcome

The module begins with the welcome section, which provides an overview of the module's learning goals, objectives, tasks, and assessments, all of which introduce the learners to the module and assist them in starting their language learning journey. Also in the welcoming section, the “Pre-Course Self-Assessment" allows learners to gauge their current level of spoken English fluency and confidence, providing a baseline for tracking progress throughout the module.

Fluency

The fluency section begins with a YouTube video of fifty common business English expressions, helping participants become more proficient in using key phrases and vocabulary relevant to their workplace. The “Vocabulary Quiz: Fill in the Blanks” challenges learners to fill in the blanks to complete the sentences with the appropriate phrase or expression from earlier in the section, reinforcing their understanding of business-related terms. Furthermore, within the fluency section, participants are involved in a roleplay exercise titled "A Business Meeting" using Flipgrid. In this activity, they simulate a scenario of a business meeting, assuming the role of the marketing department within a company. The purpose of this simulation is to provide a realistic context for practicing their language skills and enhancing fluency.

Pronunciation

The pronunciation section is dedicated to improving participants' pronunciation skills. At the beginning of the section, they learn how to pronounce business-related words like a native speaker through a YouTube video. Next, they try to identify word stress patterns in the “Word Stress Quiz” to further enhance pronunciation and clarity. The "Pronunciation Drills" assignment using Flipgrid provides learners with an opportunity to practice pronouncing business-related words and phrases accurately, further refining their fluency and confidence in communicating effectively.

Building Confidence

The building confidence section introduces three workplace communication strategies to boost participants' confidence in using English in professional interactions. The “Video Activity: Active Listening and Comprehension" challenges learners to accurately answer questions based on video content from earlier in the module, enhancing their listening and comprehension skills. This activity allows learners to reflect on how to apply the strategies presented to improve their own communication. Additionally, the "Roleplay Negotiation: Boosting Workplace Communication Confidence" assignment on Flipgrid allows participants to develop their workplace communication confidence in negotiation scenarios.

Summative Assessment

The summative assessment, "Roleplay Networking Event: Professional Presentation Evaluation," is a comprehensive assignment that evaluates learners' overall proficiency in everything covered throughout the module. Participants engage in a networking event roleplay, demonstrating improved spoken English fluency, professional confidence, and effective communication skills, including vocabulary use, pronunciation, and overall communication strategies, through a professional presentation in a networking event setting, demonstrating their overall progress and development.

Resources

Throughout the module, learners have access to valuable resources in the resources section. The first page in this section includes all the videos, vocabulary lists, and definitions from the module for easy access. The "Dive Deeper" page offers a selection of supplementary articles, videos, websites, and tools for those seeking to expand their language practice and knowledge. To ensure participants are familiar with the platform, as several assignments require submissions through Flipgrid, a guide on "How to Use Flipgrid" is provided. Additionally, at the end of the module, learners will find a final page that provides easy access to Canvas Instructure's privacy policy. This policy ensures that students understand how their data will be used and protected. The additional materials and sources complementing the e-learning module offer valuable support and enrichment opportunities for learners, providing them with a deeper understanding of language concepts and further practice to enhance their spoken English fluency and confidence in professional settings.

Data Analysis

Data Collection Instruments: Pre-Course Self-Assessment (found in the module), End of Course Survey (Google Form).

Data Analysis Techniques: A mixed-methods approach that combines quantitative comparison of means with qualitative thematic analysis

Stakeholders: Human resource and talent development specialists. Their roles involved providing guidance and feedback.

The data was collected through the Pre-Course Self-Assessment and the End of Course Survey. The Pre-Course Self-Assessment allowed participants to provide their initial self-assessment of spoken English fluency, confidence, and pronunciation skills. The End of Course Survey consisted of two sections: a quantitative section and a qualitative section. A mixed-methods approach was used, combining quantitative ratings with qualitative open-ended questions to gather insights from participants. The collected data underwent a mixed methods analysis, combining both quantitative and qualitative approaches. The quantitative data from the rating scales in the End of Course Survey and Pre-Course Self-Assessment were analyzed using descriptive statistics to examine the self-perceived improvements in fluency, pronunciation, and confidence. The qualitative data from the open-ended questions was subjected to thematic analysis, where codes and categories were generated to identify patterns, themes, and recurring ideas. Through this analysis, insights were gained into participants' self-perceived progress, their experiences with the e-learning module, and their perceptions of its effectiveness and usability. 

Based on the results as seen in the graphs below, it can be concluded that incorporating immersive language practice activities in an e-learning module has a significant positive impact on non-native English-speaking working professionals' spoken English fluency and confidence in professional settings. The quantitative data analysis revealed over 20% improvement in participants' fluency, pronunciation skills, and confidence ratings from the Pre-Course Self-Assessment to the End of Course Survey. Additionally, the qualitative data highlighted participants' perceptions of increased fluency, improved confidence, and the practical application of language skills in real-life professional situations. This suggests that the e-learning module effectively addresses the instructional problem of non-native English-speaking professionals struggling to communicate clearly and confidently in professional settings.   

Quantitative Data

Qualitative Data

Takeaways and Proposed Iterations

The module was well received by the learners. Not only did the data analysis reveal improvements in participants' fluency, pronunciation skills, and confidence, but they also expressed their appreciation for personalized feedback, a safe and supportive environment, and the inclusion of realistic scenarios. Even though this was a voluntary project with no budget allocation and a tight deadline, the experience served as a valuable learning opportunity for me to deepen my understanding of the instructional design process and refine my skills. 

Participants and stakeholders offered a couple of suggestions to improve the module. They mentioned the potential benefit of incorporating speech recognition technology, which could provide additional support for pronunciation practice. 

"We have received positive feedback from employees who have completed the e-learning module. They have expressed increased confidence in their workplace communication and have noticed substantial improvements in their spoken English fluency. The module has been effective in addressing a significant need within our workforce. It would be beneficial to incorporate speech recognition technology to provide real-time feedback and assessment of participants' spoken English skills."

With more time and budget allocation, potential iterations can incorporate speech recognition technology to further enhance the learners' language skills and communication proficiency. Nevertheless, these valuable insights and takeaways garnered from these suggestions will guide my future projects.