Client Instruction: FluentU Software Training - Evaluation Report

This assignment details a training session focused on teaching university students, whose first language is not English, how to effectively use the FluentU software. The training, conducted in a lecture and computer room setting, involved a presentation, software demonstration, and one-on-one instruction. The evaluation of the training employed Kirkpatrick's four-level framework, assessing reactions, learning, behavior, and results. The assignment reflects on the delivery, highlighting strengths such as the presentation's pace and content, and weaknesses like maintaining eye contact and the layout of handouts. The author suggests improvements for future sessions, including providing materials beforehand and incorporating more visual aids. Overall, the training was deemed successful, with positive client feedback and a well-structured program that met its objectives. The assignment also includes references to relevant literature supporting the methods used.

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).

The future handouts would need to include more images that are demonstrations of
the work to be done during the training session. For instance, in the training of FluentU
software, more images and links to various videos could have been included to make the
work of the clients easier. Also, it has been found that going through the topic prior to the
training session leads to more successful training. However, we can conclude that the training
session was a success since the client expressed gratitude and were eager to attend the
consequent training sessions.
The structure of the training program and the presentation made was a success. The
whole training program involved coming up with a training plan, coming up with a topic and
deciding on the objectives as well as the use of various resources and use of body language
during the presentation. The training plan and the use of resources during the presentation
was generally good. The clients rely on the person making the presentation for guidance and
the steps to follow. The use of video and PowerPoint presentation made the overall training
program amazing to be part of. The use of video, in particular, was a success since the clients
can easily identify with this kind of presentation (Ferreira & Abbad, 2013).
One area that I did not fare very well as during the presentation was the fact that I was
not always able to maintain eye contact. This affected the way I put my hands leading to poor
presentation. Other than that the rest would be considered a success for a first-time instructor
training session.
Reflect on the client instruction activity and its processes
The best part of the training session was during the presentation. The pace, the timing,
the voice projection and the content was on point. Despite being nervous as this was the first
time as an instructor, I was able to remain audible and did the presentation with an acceptable
tone and pace. Training sessions that use presentations require that the information conveyed
through the use of voice be audible and therefore the utilisation of tonal variation is critical

during the training session. The topic covered that is, the use of FluentU software was well-
presented with all the allocated materials being relevant. The resources were well-used
leading to an excellent content of the presentation. Also, I was able to observe time during the
training session as allocated during the training plan.
The pace during presentation should always remain moderate to avoid rushing over
some concepts or using a lot of time explaining a single concept and leaving other concepts
unexplained. The training plan was well developed and contained all the important sections
and details required for the training. Finally the aims and objectives of the training Ireland
and at the end of the training session, they were evaluated to see if they had been well
accomplished.
Presentation and materials covered the topic well and did not contain any irrelevant
content. For a good training session to happen the content used for the training should be easy
to understand and comprehensive for the clients in a short sitting. The presentation of the
material in a PowerPoint presentation was easy to understand by the group of university
students that I was training. This resulted in a very good score and feedback for me as the
instructor during the customer evaluation. The aims and objectives of the training were well
met. The use of voice projections and other body language was also well applied during the
whole training session. Instructions on one-on-one made sure that those who did not
understand various points would catch up with the other trainees. The pitch and the pace in
which I carried out the training session was moderate and therefore easy for all the clients to
comprehend.

References
Ferreira, R. R., & Abbad, G. (2013). Training needs assessment: where we are and where we
should go. BAR - Brazilian Administration Review, 10(1), 77–99.
https://doi.org/10.1590/S1807-76922013000100006
Santos, L. M. dos A., Kadri, M. S. E., Gamero, R., Gimenez, T., Santos, L. M. dos A., Kadri,
M. S. E., … Gimenez, T. (2018). Teaching English as an additional language for social
participation: digital technology in an immersion programme. Revista Brasileira de
Linguística Aplicada, 18(1), 29–55. https://doi.org/10.1590/1984-6398201811456
Shahbaz, M., & Khan, R. (2017). Use of mobile immersion in foreign language teaching to
enhance target language vocabulary learning. The Journal of Educational Research, 7.
https://doi.org/10.1080/0936792021.2017.1437292
Trinder, R. (2017). Informal and deliberate learning with new technologies. ELT Journal,
71(4), 401–412. https://doi.org/10.1093/elt/ccw117
Tseng, M., Lin, C.-H., & Chen, H. (2018). An immersive flipped classroom for learning
Mandarin Chinese: design, implementation, and outcomes. Computer Assisted Language
Learning, 31(7), 714–733. https://doi.org/10.1080/09588221.2018.1440603