RMIT University: Client Instruction Design and Development Assignment

This assignment focuses on designing and developing a language training program for university students who don't have English as their first language. The student identifies the client group, assesses their learning needs, and designs a systematic training plan to improve their spoken and written English skills. The plan utilizes both online (FluentU) and offline resources, including classroom interactions, written assignments, and speech exercises. The assignment includes a detailed lesson plan, client handout, and evaluative tools such as questionnaires to assess the effectiveness of the training program. The student addresses anticipated difficulties like internet literacy and the students' familiarity with the English language. The ultimate goal is to help students develop English language skills comparable to their first language abilities. This assignment is aimed at students to help them understand the process of designing a training program for language learning.

Running head: CLIENT INSTRUCTION: DESIGN AND DEVELOPMENT
CLIENT INSTRUCTION: DESIGN AND DEVELOPMENT
Name of the Student
Name of the University
Author Note

1CLIENT INSTRUCTION: DESIGN AND DEVELOPMENT
1. Client Group identification
The identified client group is the University students who don’t have English as their first
language. It has been identified that many of the university students fall behind in their language
compatibility due to not being able to learn the significant aspects of learning. A group of 50
students would be selected for the systematic language development training plan. It has been
essentially found that those students that are good in their spoken language have more developed
language learning abilities than the other students. Hence, the focus will be towards improving
the spoken English of the second language learners. However, at the same time university
students in the RMIT campus also need to improve their writing skills. The training program
would be focused towards improving the speaking and writing skills of university students in
regards to the English language. Various tools would be used to enhance the productivity of the
students in terms of speech and language. The resources would be both online and offline. One
of the most important resources that would be utilized for the purpose of teaching language will
be an online tool called the fluent U. The online language learning platform helps the students to
improve their language skills through online interactions. The other resources that would be used
are classroom interactions, written assignments that are checked by the peers of the students and
speech delivery exercises. The students of the university would develop better language skills
with effective practical applications of the speech and written language. The learning needs of
the entire batch of the students will be addressed through the plan.

2CLIENT INSTRUCTION: DESIGN AND DEVELOPMENT
2. Identification of learning need for resource
The learning objective would be to use both offline and online language learning tools
and techniques towards developing essential levels of language speaking and writing skills.
FluentU is a device that can help students to develop better language learning skills. The
objectives of the training for the clients will be the following:
1. Clients develop essential understanding of how to use FluentU to enhance their English
language learning process.
2. Clients understand the values that are associated with speech and writing in the context of the
English language.
3. Clients learn how to use the FluentU online language learning tool in order to enhance both
their verbal and written language skills.
4. Clients learn to give effective speeches in English in the class and elsewhere.
5. Clients develop essential skills in relation to grammar, syntax, intonation and other aspects
that are intrinsically attached to language learning.
6. Clients become good writers of the English language and are able to write speeches for
themselves.
7. Students develop language skills in English that are at par with their first language skills

3CLIENT INSTRUCTION: DESIGN AND DEVELOPMENT
3. Determination of learning needs
The clients do not speak English as their first language. They need to become effective
speakers in English language. The need is to devise a systematic and comprehensive
understanding of the process of learning English.

4CLIENT INSTRUCTION: DESIGN AND DEVELOPMENT
PLANNING DOCUMENT
LEARNING FOCUS: English language spoken and written skills
PARTICIPANTS: 50 students from secondary education setting without having English as their first language
LOCATION: RMIT library
INSTRUCTOR: (to be filled by students)
DELIVERY TIME: April LENGTH: 60 minutes
OBJECTIVES/LEARNING INTENTIONS: developing spoken and written language skills
PROCEDURE
EXPLICIT TEACHING STUDENT ACTIVITIES TIME
1. Introduction Students visit the FluentU website and register for the course
through the www.fluentu.com they select English as the
language
5 minutes
showing
10
minutes
practice
2. Learning through the website Students view videos, music, audio sample, effective speech
exercise tutorials
5 minutes
showing
5 minutes
practice
3. Speech exercises Students interact with each other through group discussion to
discuss what they have been able to learn through the website.
Students give speeches that are recorded through speech
record instruments and the best speeches are played in the
class.
5 minutes
showing
5 minutes
practicing
4. Written exercises The students write in English. They consult the website
FluentU to assess their own performances
2 minutes
showing
8 minutes
practicing
5. Spoken and written English
assessment
Students give assessments in regards to whatever they have
been able to learn through the various activities
10
minutes
practicing
6.
7.
8.
STUDENT REFLECTION
After the end of the interactive group sessions and website
oriented practice a question and answer session will be held to
assess how much the students have been able to learn from all
the exercises.

5CLIENT INSTRUCTION: DESIGN AND DEVELOPMENT
CONCLUSION OF LESSON Students are to give final assessments through the website and
written mediums to tell how much they have been able to
learn from both the website and the sessions.
ANTICIPATED DIFFICULTIES:
The difficulties that would be endured will be in relation to how much the students are able to comprehend the
contents of the websites. The students can actually face difficulties while accessing the website due to being
unfamiliar with the English. The interface might be difficult for them to understand.
The internet literacy of the students will be a major factor as they might not be sound enough with the internet to be
able to understand or interact with the website. It is important to consider that the students might not have already
come across these language oriented applications or websites. Moreover, there might be difficulties when the
students go to access the website and they might not be able to generate essential knowledge from the interactions as
learning abilities vary between people.
RESOURCES REQUIRED:
The resources that are required are laptops, internet connectivity and speech recording equipment, FluentU website.
REFERENCES:
Fluentu.com. (2019). FluentU. [online] Available at: https://www.fluentu.com/schools/

6CLIENT INSTRUCTION: DESIGN AND DEVELOPMENT

7CLIENT INSTRUCTION: DESIGN AND DEVELOPMENT
4. Client Handout for usage
1. Register for FluentU
2. Log in to the portal
3. Select the language

8CLIENT INSTRUCTION: DESIGN AND DEVELOPMENT
4. Access the website and learn the modules

9CLIENT INSTRUCTION: DESIGN AND DEVELOPMENT
5. Using the website
 Understand the language
 Focus on the speaking of the people in the video
 Understand how effective spoken English can be learnt
 Understand the value of written English
 Find out the correct spellings for the mostly used words
 Understand the difference between the spoken and written language
6. Try to develop speech skills
Now it is up to you to understand the language. Try to make effective speeches in the class
through understanding the modules of the Fluent U course in English.
5. Preparing evaluative tools (Questionnaires)
1. Was the handout helpful in understanding the steps for the study?
2. Were you able to get extra assistance in your language learning due to the website FluentU?
3. What were the facilities that the website Fluent U provided you?
4. Is language learning made easier with the help of the entire plan?
5. Are you now able to speak English better than when you started the course?
6. Have you been able to identify your strengths and weaknesses through the module?
7. Have you been able to improve both your English spoken and written communication?

10CLIENT INSTRUCTION: DESIGN AND DEVELOPMENT
8. After the completion of the course do you now feel more comfortable with your English
language?
9. How far do you think your speaking skills have improved as a result of the entire program?
10. How would you consider the entire process of learning in context of the rest of your life?