Human-Centered Design of GRE Preparation Applications for Non-Native English Speakers

2020 ◽  
Vol 64 (1) ◽  
pp. 1095-1099
Author(s):  
Matthew Martell ◽  
Yilun Xing ◽  
Xiaonan Sun ◽  
Ji-Eun Kim
Keyword(s):  
Graduate Programs ◽  
Cognitive Task ◽  
Native English Speakers ◽  
English Speakers ◽  
Graduate Record Examination ◽  
Human Centered Design ◽  
Mobile Phone Application ◽  
Design Cycle ◽  
Barrier To Entry ◽  
Knowledge Audit

The Graduate Record Examination (GRE) is a primary barrier to entry into US graduate programs for non-native English speakers. The goal of this study is to develop a GRE preparation mobile phone application for non-native English speakers through the human-centered design cycle. We conducted a Cognitive Task Analysis and Knowledge Audit for the Magoosh GRE App to identify the most difficult tasks while using the app. We proposed features to help with the most difficult tasks and implemented the most promising feature through iterative prototyping taking into account user feedback. Usability testing for the most recent prototype demonstrates the need for a GRE preparation app targeted at non-native English speakers. Results show that the additional functionality added in the prototype shows promise for assisting non-native English speakers in studying for the GRE.

Strategies For Improving Academic Performance By Non-Native English Speakers In Graduate Programs

2011 ◽  
Vol 8 (12) ◽  
pp. 1 ◽  
Author(s):  
Tracye A. Todd ◽  
Terrye A. Stinson ◽  
Thillainatarajan Sivakumaran
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Graduate Programs ◽  
Native English Speakers ◽  
English Speakers ◽  
Academic Needs ◽  
The Past ◽  
English Speaking ◽  
Native English Speaking ◽  
K 12

Over the past decade, the number of non-native English speaking students in higher education has increased dramatically. Educators at all levels have experienced challenges in meeting the academic needs of these students and continue to seek strategies for addressing these challenges. This paper describes some of this research related to K-12 and suggests ways for applying the results to improve the academic performance of non-native English speaking students in U.S. graduate programs. Educators in higher education can benefit from the research focused on K-12 and should seek ways to replicate the successful strategies in the graduate classroom.

The cognitive saliency of word associations of verbs of speech in English as a Lingua Franca interactions

2020 ◽  
Vol 17 (4) ◽  
pp. 417-443
Author(s):  
Yang Pang
Keyword(s):  
Common Ground ◽  
Native Speakers ◽  
Native English Speakers ◽  
Target Language ◽  
English Speakers ◽  
Cognitive Approach ◽  
Lingua Franca ◽  
Word Associations ◽  
Similar Word ◽  
Speech Communities

AbstractBuilding on the theoretical insights into the socio-cognitive approach to the study of interactions in which English is used as a lingua franca (ELF)), this paper reports on the idiosyncratic phenomenon that ELF speakers do not adhere to the norms of native speakers, but instead create their own particular word associations during the course of the interaction. Taking the verbs of speech talk, say, speak, and tell as examples, this study compares word associations from three corpora of native and non-native speakers. The findings of this study reveal that similar word associative patterns are produced and shared by ELF speech communities from different sociocultural backgrounds, and these differ substantially from those used by native English speakers. Idiom-like constructions such as say like, how to say, and speakin are developed and utilized by Asian and European ELF speakers. Based on these findings, this paper concludes that ELF speakers use the prefabricated expressions in the target language system only as references, and try to develop their own word associative patterns in ELF interactions. Moreover, the analysis of the non-literalness/metaphorical word associations of the verbs of speech in the Asian ELF corpus suggests that ELF speakers dynamically co-construct their shared common ground to derive non-literal/metaphorical meaning in actual situational context.

Speech Rate Is No Simple matter

1990 ◽  
Vol 12 (3) ◽  
pp. 303-313 ◽  
Author(s):  
Tracey M. Derwing
Keyword(s):  
Native Speakers ◽  
Speech Rate ◽  
Native English Speakers ◽  
Pause Time ◽  
Short Film ◽  
English Speakers ◽  
Articulation Rate ◽  
Simple Matter ◽  
Communicative Success

Speech rate (articulation rate and pauses) was examined for its relation to communicative success. Native English speakers (NSs) were paired with other NSs and with non-native speakers (NNSs). The subjects viewed a short film, the content of which they were to relay to their two partners independently. Communicative success was measured through comprehension questions addressed to the listeners at the completion of the task. Analyses indicated that although a slight majority of NSs slowed their speech rate for NNSs, they did not adjust articulation rate, but did significantly increase pause time. Neither speech rate nor articulation rate varied over the course of the narrations. Contrary to intuition, the subjects who successfully communicated the story to NNSs did not adjust their speech rate, while those who had difficulty communicating with NNSs increased pause time significantly. The implications of the findings are discussed, and suggestions for further research are made.

scholarly journals PHONOLOGICAL PROCESSING OF STRESS BY NATIVE ENGLISH SPEAKERS LEARNING SPANISH AS A SECOND LANGUAGE

2021 ◽  
pp. 1-23
Author(s):  
Ramsés Ortín ◽  
Miquel Simonet
Keyword(s):  
Second Language ◽  
Phonological Processing ◽  
First Language ◽  
Native English Speakers ◽  
Recall Task ◽  
English Speakers ◽  
Auditory Stimuli ◽  
L2 Learners ◽  
L1 English ◽  
Processing Stress

Abstract One feature of Spanish that presents some difficulties to second language (L2) learners whose first language (L1) is English concerns lexical stress. This study explores one aspect of the obstacle these learners face, weak phonological processing routines concerning stress inherited from their native language. Participants were L1 English L2 learners of Spanish. The experiment was a sequence-recall task with auditory stimuli minimally contrasting in stress (target) or segmental composition (baseline). The results suggest that learners are more likely to accurately recall sequences with stimuli contrasting in segmental composition than stress, suggesting reduced phonological processing of stress relative to a processing baseline. Furthermore, an increase in proficiency—assessed by means of grammatical and lexical tests—was found to be modestly associated with an increase in the accuracy of processing stress. We conclude that the processing routines of native English speakers lead to an acquisitional obstacle when learning Spanish as a L2.

Demystifying Deep Learning: Developing and Evaluating a User-Centered Learning App for Beginners to Gain Practical Experience

i-com ◽  
2020 ◽  
Vol 19 (3) ◽  
pp. 201-213
Author(s):  
Sven Schultze ◽  
Uwe Gruenefeld ◽  
Susanne Boll
Keyword(s):  
Machine Learning ◽  
Deep Learning ◽  
Practical Experience ◽  
Learning Problems ◽  
User Evaluation ◽  
Classification Problems ◽  
Human Centered Design ◽  
Technical Evaluation ◽  
Programming Skills ◽  
Barrier To Entry

Abstract Deep Learning has revolutionized Machine Learning, enhancing our ability to solve complex computational problems. From image classification to speech recognition, the technology can be beneficial in a broad range of scenarios. However, the barrier to entry is quite high, especially when programming skills are missing. In this paper, we present the development of a learning application that is easy to use, yet powerful enough to solve practical Deep Learning problems. We followed the human-centered design approach and conducted a technical evaluation to identify solvable classification problems. Afterwards, we conducted an online user evaluation to gain insights on users’ experience with the app, and to understand positive as well as negative aspects of our implemented concept. Our results show that participants liked using the app and found it useful, especially for beginners. Nonetheless, future iterations of the learning app should step-wise include more features to support advancing users.

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