FluentU Software Training

FluentU software training
Student’s name
Institution Affiliation(s)

Overview of the training
The objective of the training is to train my clients for efficient use of FluentU
software. At the end of the training, they should be able to navigate the website and be able to
carry out all transactions seamlessly and with minimum consultation.
Using Kirkpatrick’s four-level framework, the objectives will pertain to four levels of
outcomes, namely reactions, learning, behaviour (or, alternatively, performance) and results.
Reactions refer to the learner’s personal disposition towards the training program. Learning
pertains to the extent to which the trainees improve their knowledge and skills. Behaviour or
performance refers to the application of learned skills or knowledge in the context of the
workplace. Finally, Results means the effectiveness of the training programs as seen from
the impact it has created.
The training will be done in the Lecture room for the talk and presentations and the
computer room for the workshop and will take one hour and will be done on 26th April 2019.
The training will focus on training a group of ten university students who do not have English
as their first language.
Evaluation of Training Delivery
The materials and equipment needed for the training include video equipment,
computers, training kits and writing materials. The evaluation and assignments exercises and
case group presentations. FluentU software is an online immersion platform that teaches the
English language by watching videos that it personalizes as language learning lessons. The
software uses various kinds of videos that native English speakers watch (Tseng, Lin, &
Chen, 2018). FluentU software is designed in a way that the learner feels very comfortable
with day-to-day spoken and written the English language. Video clips are made from movies,
cartoons, adverts, commercials, inspiring talks, documentaries and vlogs. All these videos are
arranged according to the level of the learner that is, from the beginner to the native

categories. The videos contain interactive subtitles and if you don't understand any word, one
you can just tap on the word to see its definition and a useful example.
Among the best methods of being immersed in any language is to interact with the
contents of that language that comes directly from the countries that speak these languages.
Video content is specifically very efficient as it combines both the audio learning, visual
learning and the culture of the language. FluentU software forms a collection of videos from
all around the world where native English is spoken. These videos include music videos,
movie trailers, news, talk shows and presentations among others (Santos et al., 2018). When
learners watch these videos, it brings them closer to the fluency of spoken English language
as they challenge themselves to understand the English language as it is being spoken in the
real world.
The verbal delivery of the training session was satisfactory to all clients. All the
materials that were used for the training like the PowerPoint presentation, online
demonstration of the FluentU software and one-on-one instruction to the clients were also
successful. The clients’ interest and attention were captured during the whole training
session. However, the handout that was given to the clients was not well received; there were
complaints about its layout which was dealt with during the presentation time (Trinder,
2017).
The only changes that I would consider making for similar future presentations and
training are enough preparations from both the instructor side and the client side. The clients
can be more prepared by being given the training material before the training session starts.
The changes that needed to be done during the presentation included a change of the room
and we also had to change the room layout as the room we had planned to use was already
occupied by other users. Changing the room was successful, and we were able to maintain the
same arrangements and planning that we had before (Shahbaz & Khan, 2017).