AI

1. Analysis (10pts)

-       Context and learners

The necessity for Koreans to learn English speaking stems from its significance in the global society and the limited opportunities to practice English within Korea itself (Jambor, 2011). English is often regarded as a global language, essential for international communication across various fields such as business, diplomacy, science, and culture. For Koreans, proficiency in English not only facilitates global interactions but also opens up a wealth of educational and job opportunities, as many academic resources and global business interactions are conducted in English (Song, 2011). Moreover, much of the world's scientific and technological advancements are documented in English, making proficiency in the language crucial for staying abreast of global trends and innovations.

However, in Korea, the opportunities to practice speaking English are relatively scarce. Being a predominantly Korean-speaking nation, everyday environments rarely necessitate or encourage the use of English, presenting a challenge for locals to naturally practice and improve their spoken English skills. Furthermore, the Korean educational system, while emphasizing English learning, often focuses more on reading and writing, leaving a gap in practical speaking abilities. As Korea continues to integrate into the globalized world, especially with increasing international business and tourism, the ability to communicate effectively in English becomes ever more vital. This gap between the need for English proficiency and the limited speaking opportunities within the country underscores the importance of English learning for Koreans.

-       Need assessment

In 2020, YBM, an English language institute in Korea, conducted a survey among 645 university students (YBM, 2020). These students either had experience with English speaking tests (250 students) or were considering taking them in the future (395 students). The survey revealed that the motivation for improving English speaking skills transcended mere conversational ability, especially since Korea is not predominantly English-speaking. A significant driver for these students was employment; 39.4% of those who had taken an English speaking test cited job preparation as their primary reason. Similarly, 70.4% of students interested in future tests identified employment as their main incentive, highlighting the crucial role English speaking proficiency plays in their career prospects and future goals.

2. Purpose and instructional goals (10pts)

-       Significance and rationale for using AI

The necessity for Koreans to use AI applications to practice English is deeply rooted in their substantial investment in education. In 2006, as reported by The Hankyoreh, the expenditure on education in Korea soared to 20 trillion won, approximately $20 billion (Park, 2007). This significant figure highlights the extent to which Korean parents dedicate a large portion of their income to their children's education. Beyond just regular schooling, this investment encompasses various forms of extracurricular lessons, including cram schools, private tutoring, English camps, and even overseas language training, with a special emphasis on English proficiency due to its global significance.

In this landscape, AI applications for English practice offer a synergistic solution. These applications provide a cost-effective alternative to more expensive educational methods like private tutoring or studying abroad. They are easily accessible, allowing students to practice English at their convenience. Moreover, AI applications can offer personalized learning experiences, adjusting to each student's individual level and learning style, potentially making the learning process more efficient and effective.

-       Measurable instructional objectives (Bloom’s Taxonomy)

By the end of this lesson, the student will be able to:

-       recognize the basic structures in interviewing situations.

-       use clear pronunciation in “th” sounds.

3. Content (10pts)

-       Describe the unit content supported by AI app(s)

First, I'll begin with an introduction to interviewing techniques. This will cover an overview of different types of interviews, such as job and informational interviews, emphasizing the importance of clear communication and pronunciation.

The next phase focuses on pronunciation enhancement, particularly the "th" sound, since many Koreans struggle to pronounce this sound, which does not exist in Korean alphabets. After an initial assessment of students' pronunciation, I'll engage them in interactive exercises targeting this sound. This section will also address the distinctions between "th" and other similar sounds like /s/ and /f/.

An integral part of the curriculum is conversational practice using an AI tutor in ELSA Speak. This involves introducing students to a chatbot-style interface for selecting topics and interacting with virtual conversational partners, focusing on spontaneous dialogue and pronunciation correction. Application in real-world scenarios will be simulated through role-playing exercises, mimicking real interview situations, and providing students with peer and instructor feedback on their performance, including strategies for maintaining clear pronunciation under pressure.

-       Develop a brief guideline focused on using that specific app.

Students have the opportunity to hone their pronunciation and engage in unstructured conversational practice.

In terms of pronunciation enhancement, students can select the “th” sound practice do improve their skill. In this speaking, students will focus on pronouncing the “th” sound, but they can also practice other sounds with the application. Once students complete an initial assessment and a few practice conversations via the app, they receive a personalized curriculum tailored to refine their enunciation. For instance, the app might suggest exercises focusing on the distinct pronunciations of /w/, /v/, and /b/.

Regarding conversational practice, the app's AI, with its chatbot-style interface, allows students to choose particular topics for discussion with virtual conversational partners. This time, students will choose the “interview” topic to practice their job interviewing skills, but they can choose other topics if they want to practice more conversational skills. The Voice AI Tutor is equipped to understand and respond to the student's input, maintaining a flowing dialogue with pertinent questions and responses. After the conversation with the tutor, it provides overall feedback on their conversation with specific feedbacks on pronunciation, grammar, and vocabulary.

4. Instructional Strategies (10pts)

-       Delivery format device: Identify device/platform that will be used to support instruction

Elsa Speak is an app designed for learning English conversation. Leveraging AI voice recognition technology, it analyzes learners' speaking skills, pronunciation, intonation, and accentuation, offering strategies for enhancement. The ELSA app is adept at identifying non-native speakers' conversational patterns, and its AI-driven feedback is beneficial for learners to promptly discern and amend their linguistic shortcomings. An added benefit of the app is the opportunity for learners to practice English speaking repeatedly, which is particularly supportive for non-native speakers who may have apprehensions about conversing with native speakers, allowing them to adequately prepare for real-life English dialogues.

-       Teaching methods

Students will learn about the introduction part of interviewing techniques using the slides the instructor made. Students will practice the pronunciation and the interview related conversation using the ELSA Speak application.

5. Assessment of learning outcomes (10pts)

-       Formative

Formative assessments will help monitor student learning to provide ongoing to improve their speaking. As students engage in role-playing exercises that simulate interview situations, I’ll observe and provide immediate feedback. I’ll focus on their use of basic structures in interviewing and clarity of pronunciation, especially the "th" sound. Furthermore, I’ll use the AI tutor in ELSA Speak to track students’ progress. I’ll review the feedback and progress reports generated by the AI to understand each student's improvement areas.

-       Summative

Summative assessments will evaluate student learning at the end of the unit. I’ll conduct a comprehensive role-playing exercise that mimics a real interview situation. I’ll assess students on their use of interview structures and pronunciation clarity. The test will contain the reading passage part, specifically target the pronunciation of the "th" sound. By reading passages and answering questions that require the use of words with the "th" sound, students will prove their pronunciation and conversational skill. This can be a recorded session for a detailed analysis.

References:

Jambor, P. Z. (2011). English Language Necessity: What It means for Korea and Non-English Speaking Countries. Online submission.

Park, J. (2007). Korean parents in “English fever” and their “early study-abroad” children in the United States: Parental beliefs and practices concerning first language peers (dissertation). Indiana University, Bloomington, IN.

Song, J. J. (2011). English as an official language in South Korea: Global English or social malady?. Language Problems and Language Planning, 35(1), 35-55.

YBM. (n.d.). 대학생·취준생에게 묻다! “토익스피킹 어떻게 활용하세요?” 대학생·취준생에게 묻다! “토익스피킹 어떻게 활용하세요?” : 네이버 포스트. https://post.naver.com/viewer/postView.naver?volumeNo=27866639&memberNo=1969913&vType=VERTICAL