ENGLISH AS A SECOND LANGUAGE · 2015. 9. 10. · CS410 Blue Team - March 6, 2015 . Mentor - Greg Raver-Lampman 3 CS410 Blue Team - March 6, 2015 . The Blue Team 4 Ashley Grimm Adriana

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


The Blue Team 4

Ashley

Grimm

Adriana

Vecchio

John

Mitchell

Keith

Collins

Richard

Evans

Kyle

Vernier


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


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


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


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


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


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


Main Goals 12

Minimize teacher time spent creating worksheets

Minimize teacher time spent grading

Customize worksheets for students


Solution Characteristics 13

Automated exercise creation

Digital exercises

Automatic grading

Electronic delivery to/from student/instructor


New and Improved Workflow 14


Major Functional Components


15

Hardware/Software Components 16


Interfaces 17


Additional Components 18


Requirements 19

Graphical User

Interface

(GUI)

Database

Web Server


Software Design Requirements 20

Custom APIs to automate:

Identifying parts of speech

Creating worksheets

Automated grading

Delivery to students

Delivery to instructor


Feasibility Analysis 21

The Blue Team solution will:

Create worksheets from uploaded text




Save worksheets




Identify and remove parts of speech using COLRS




Deliver worksheets to students electronically




Allow students to complete the worksheets through a

web browser




Grade the worksheets based on the percentage of

correct responses




Deliver completed, graded worksheets to the instructor

electronically




Require authenticated instructor and student users


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


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


The Competition 31

English Grammar 101



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


Blue Team Solution 32



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


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


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.


http://lessons.englishgrammar101.com/EnglishGrammar101/Foreword.aspx

http://www.edufind.com/english-grammar/english-grammar-guide







http://www.iie.org/Research-and-Publications/Open-Doors/Data/Fast-Facts










http://www.englishpage.com/grammar/

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/.


https://www.odu.edu/cepd/esl/courses

http://writingcenter.unc.edu/faculty-resources/tips-on-teaching-esl-students/just-check-my-grammar/

















Questions? 36

For more reference material, please visit our

website:

http://www.cs.odu.edu/~410blue




Documents

ENGLISH AS A SECOND LANGUAGE · 2015. 9. 10. · CS410 Blue Team - March 6, 2015 . Mentor - Greg Raver-Lampman 3 CS410 Blue Team - March 6, 2015 . The Blue Team 4 Ashley Grimm Adriana