 OTAN, Outreach and Technical Assistance Network. Hello. Bienvenidos. I am Carmen your virtual TDLS conference assistant, and today we are going to explore how computer generated queries can be used as powerful tools to enhance English learning. Today, we're going to talk about how computer generated queries can help you learn English faster and more efficiently. With these powerful tools, you can search for specific words, phrases, or even whole sentences that you want to learn and then practice them until you feel confident using them in your everyday conversations. Whether you're just starting to learn English or you're an advanced learner, computer generated queries can be a game changer. They're fully customizable to your specific needs and can help you reach your language learning goals in no time. And now, I'm excited to introduce our amazing presenters, Barbara Van Dyken from Grossmont Adult Education and Matthew Sussman, CEO of New Voice Learning. They'll be sharing their expertise on how computer generated queries can transform your English learning experience. So, get ready to be inspired and learn a lot from these two amazing speakers. Thank you for joining me today, and let's get ready for an unforgettable conference experience. Carmen, she's an AI, she's an assistant, she's our AI assistant for the TDLS conference in here today, and she is completely, you know, she was created using an AI art generator. And she's brought to life with stunning DTL in realism with the help of chat GPT and Narakee, which are two very powerful AI tools. Her voice was crafted to give her a rich and believable accent. And then with the assistance of DID, which is an AI video generator, everything was brought together to animate her and bring her to life. So, if you're interested in creating your own animation animated avatars like Carmen, you can check out the article in my reference, my references by just clicking on the, the QR code there, and the name of the article is called Artificial Corner. And it offers a step by step instruction on how to build your own artificial intelligence avatars like Carmen. Thank you Carmen for that wonderful introduction. And then also in this presentation, all of the art you're going to see in the presentation was generated by AI art generators. And, and the thing about this is that the more descriptive you are, the more the AR, the art generator will give you something close to what you're looking for. It won't give you exactly, but based on your description, it will be something very, very close. And I really like this, because now I can create images, still images and also animated images for my students that maybe reflect them that look like them that reflect the experiences that they're having. And that also helped me to, to teach a concept, because I can describe the graphic that I'm looking for to the art generator, and it will generate a for me. Are you going to watch the QR code? Oh, the cute. Yeah, let's see their QR code. I will be put inside. I can't. Yeah, they taught me well in grad school. All right. Okay. So, all right, everybody got the QR code. No. There are many more opportunities. I've got it all over the place. Okay. Okay. So, this way. Nice music. All right. This, this presentation is about search engine queries, chat bot queries and AI tools. It's, I'm going to go through it pretty quickly. I'm going to take a look at your search engine. You know, when you do a search, how has everybody been searching? To find things like, you know, in the last, I don't know how many years. You know, what's your go to for finding out information. Okay. So we're going to, it's a different kind of a search than using a chat bot, which is chat GP team, which is kind of taking over. It's getting all the press right now. We're going to look at artificial intelligence tools and we're going to showcase the one that Matt does, which is a blow speak. And then the, the core of my presentation is I'm going to show you search engine queries that I use to utilize queries to aid and language acquisition. So they're search engine queries that, that with along with WH questions to teach WH questions, and they'll be running these through a search engine and then to compare it in chat GPT. So what's the difference between a question and a query? Anybody know? Anybody have that answer? The difference? Yes, of course I'm going to give you the answer. So the difference, this question is something you ask a person, right? And a query is what you ask the computer. So, so with a search engine, you're sort of fishing, aren't you? It's like a fishing expedition. And so we're going to teach our students how to fish and how to fish efficiently. So the search engines, they do primarily search and retrieve. So they're going in and they're just, you make a request and it goes in and it pulls back the information that you've requested. So what we've noticed is that usually what we get back is mostly advertisements. You have to sort through a bunch of advertisements before you get to the thing that you want. Whereas in the chat GPT, when you put in your search, it talks to you. It says, oh, I've got just an answer for you. So we'll take a look at that. So this, so with a search and retrieve, the students can find what they're looking for using relevant keywords. And in this lesson, combined with the WH queries. And then integrating the AI tools into the ESL experience chat GPT is what we call a conversational agent. It uses artificial intelligence algorithms to understand what a person is saying. And then it responds in a natural human life way. So also another thing about this is that it's this algorithm is being trained to get to know you and to get to know how to respond to you. So, and that's kind of freaky. I, you know, I think we need to delve a little bit more into that before we throw the baby out with the bathwater. Yes, because they're constantly trying to be our system because you're using the change if you're using our language. It's analyzing your language. It's analyzing what your, your queries. It's taking a look at at this is, you know, this is really beyond my pay grade, but I'm trying my best. I, what I think it is, please somebody correct me if, if I, because I'm still learning this myself, but these, the algorithm is learning the language of a general human. Yeah, me as a person. Well, I don't know. That's a good question and I would encourage you to pursue it further. And then tell me about, you know, we're getting into some really kind of scary territory here with this stuff, but I'm here to tell you don't be afraid. We're in control of this. I hope this is what the, what the studies have told us and you know, learners that use these database queries to access language learning materials. They're more autonomous in their learning and they're more likely to use a range of resources to support their language acquisition. Yeah, so I, you know, I've been trying to do that. Let's see what was it control. Okay. No, you don't mean. Okay, good. Okay. Doing these, this, these kind of queries. They enable students to access authentic texts. And it results in an improvement of reading comprehension. And Kim and Han found this that compared to their control group that this is that the ones that were using the the queer databases were improving their reading comprehension. Okay. All right. And then you and Wayne revealed that learners who use queries to look at the meaning of unfamiliar words show the significant improvement in vocabulary acquisition compared to their control group. I'm not used to these big boards sorry those of you online who are a little one patient. If you are maybe you're having coffee. So AI has a promising future in English language teaching with positive results in areas such as language skills translation and assessment. The studies in regard to AI show that learners who use an AI based tool should have greater improvement in vocabulary acquisition and reading conference comprehension than those using traditional teaching methods. I mean this is pretty compelling. You know, research, you know, if you think about it, you know, you read this and of course this is exactly what I need to be doing with my students. You know, to help them to to grasp the language. AI was frequently used to assist students and learning, writing, reading, vocabulary, grammar speaking and listening. So that's just. Okay. So now let's get to the lesson plan. The search engine queries for ESL education. So what I created was a lesson plan for them to compare a search engine running their WH questions through a search engine and then running it through chatbot GPT so that they can compare for themselves the type of results that they get. So before we even open up the computer before we even go into the computer lab, I have the students generate as many WH questions and answers together in class, and then they're using them together. Yes, you are using chat GTT in your lesson or did you have chat GTT create this lesson. Yes, and yes, okay. Because, you know, I'm not going to, I'm not holding the wall over anybody's eyes here. You can create lesson plans using chat GPT and they're pretty dog gone pretty cool, you know, yeah, pretty cool. And you can adjust them and tweak them to to fit and cater to your this, the population of students that you're working with. So, before we even turn on the computer, they're generating WH questions they're using them with each other to kind of discern the difference between one time, you know, a WH question where which would tell them the location, you know, you English teachers teachers you know this. And then we go into the lab and then the computers are guided through a Google search with a list. Just prior to turning on a computer they make a list of potential queries that they would like to conduct. And so this next video is kind of a demonstration or it is a demonstration of that. Let me get that. Hi, in this demonstration. I'm going to show you the difference between a search engine query and a chat GPT query using WH questions to query the computer. And just for clarity, when we ask the computer a question. We are querying the computer when we ask a person a question. It is a question, but I'm going to be using these terms interchangeably because it can get very confusing. And I may just refer to the query in this demonstration as a question. Let's take a look at the search engine. In this case, we're using a Google search engine. In here, I would guide the students to this page. Hopefully they will all be on their own computer. And then we will either be doing this in zoom or in on a projection screen in the classroom in the hybrid classroom. So, let's start with the very 1st question is who who is and we're going to say who is the president. Of the United States. And that's the most common question I get with my students when I do this activity is who is the president of the United States and it returns Joe Biden. The search engine does and this is how it differs from chat GPT the search engine is relies on keywords and phrases and in this case, we're doing it with a WH question. It uses keywords and phrases and then returns the relevant info based on your, your keywords. And in this case, it brought back Joe Biden, the president of the United States. And over here on the right, it gives a text, just some lovely texts that you can use with the students to further the WH question lesson. So you can have them read and, you know, and do some pronunciation breaking up, you know, Joseph Robin at Biden junior. And then, you know, highlight different parts of the text and have them generate even more WH questions. And if you go through what you highlight, you highlight a date, then they'll have to come up with a WH question, you know, when was he vice president. And so that sort of thing. Now, the next 1, just I want to be brief in this so we don't take all day. So the next question would be a what question and what is the name of the highest mountain in America. And it returns. It goes out. It's very quick. It goes out and it returns Denali. And it has these wonderful, beautiful pictures of Denali. And I will even take this opportunity to show them the different Google menu items up here. So they could look at images of Denali of the mountain and kind of scroll through there to, you know, stimulate their imagination. And then use the back button to go back to our original query. Now, the most natural question that comes after, you know, what is the name of the highest mountain in America. And after the return of Denali, well, quite naturally, we're going to want to know where. Where is Denali. And, and this is all, you know, it's all guided the students follow along and we take the time. So Denali is in Alaska. And what is it? What's Denali also called? And this gives them the opportunity to read together and kind of parse out the meaning of the text that's before them. They might take a look at a map, click on the map in the Google menu and get an exact location of Denali. And even, you know, run a few little searches or, you know, run the map in such a way that they could see where they are in relation to Denali. So these are, you know, these are 3 questions who, what and where using WH questions. Now, you've got who, what, where, when, why, how, how much, how many and they can go through all of these. There's a whole worksheet that I've provided in my link for you to and a lesson plan for this. So let's compare it now to chat GPT. Chat GPT is a different from a search engine query. It's, it's a whole different animal in that it's an AI powered conversational agent, which means that through their handwriting, the students can actually have a conversation with chat GPT. However, in this case, we're going to, we're just using WH questions and we're being very targeted in our queries with chat GPT. So it'll be returning shorter answers. So the 1st question was who is the president of the United States and hit return and it comes back. It's pretty much instantaneous. I think it might be a little slower than, than the search engine. I haven't. I haven't done any timing with that yet, but that's probably the next thing I'll be doing. So, okay, so it returns this answer as an AI language model. I do not have a real time access to current events or news articles beyond my cut off date of September 2021. But as of my cut off date, the president of the United States was Joe Biden. And, and so this is providing some really good information. If you are looking for information. That is more current, you're not going to find it in chat GPT and that's okay for our purposes because we just want to generate a little bit of text to give the students the opportunity to practice their WH questions. Okay, so what was our 2nd question that that we asked in the search engine, I think it is what is the highest mountain in the United States. I think it was America, but we'll see in the United States. And you hit enter and the highest mountain in the United States is Denali formerly known as Mount McKinley. And, which is located in Alaska, its summit has an 11 elevation of 20,310 feet above sea level. So, I when I'm in the classroom are in class when we're doing this activity, I will highlight parts of it and like formally known as Mount McKinley and I'll say, okay, students. What is the WH question that goes with this answer. So that's 2 so far. So we've got who what and then where. So, our natural question follow up question where is Denali. There it is Denali also known as Mount McKinley it's located in the Alaska range in the state of Alaska United States. So, this is pretty much how I am using these WH queries. Our questions are becoming queries and having the students generate as many questions as they can. And then, and then, you know, trying to show them the difference between, you know, questioning people and querying a database. Now, there's 1 more thing that you can do with this and I would be remiss if I didn't show you if that and that is assuming that you don't already know. But with chat GPT, you can you can ask chat GPT to write a story. So, you just say write a story about to mountain climbers. Climbing. Mount Denali in the spring. Okay, but I just want to add what, okay, write a funny. Short story about 2 mountain climbers climbing Mount Denali in the spring and then we click on the search. Or the launch the rocket and once upon a time. There were 2 adventures mountain climbers named Jack and Jill. And if you want to know. The story, you're going to have to, you're going to have to link. I'm going to have this in the link of my presentation. Okay, so if you want to know the rest of the story. It's a trick. It's a trick. Okay. Okay, so the different types of AI tools include, you know, virtual assistants like Siri and Alexa and Google. And you know, we're already using these, you know, if you want pizza, you say, Hey, Siri pizza near me. Nothing. Sorry. We're talking to our devices. We're already doing this. Yes. You use Alexa in your question. I don't. Okay, good. Thanks for that question because it was a no question. I'm going further. My fresh is hot air. Okay, so, you know, chat bots, which can answer inquiry, answer inquiries for my technical support or help with other tasks. So how many of you have called, you know, your favorite big corporation that doesn't care and they don't have to. And you get a chat bot that's talking to you. Welcome. Thank you for calling. And you can't discern whether it's a real person or a chat bot. So that's another type of AI tool language learning apps, which use AI to provide personalized learning experience and adapt to the students individual needs and skill level. And that's something that is in the realm of maths expertise. And so he's going to present from that moment. It's very clear that AI technology has the power to effectively transform the way that we teach adult language learners, and the way that we teach in general, even, you know, adult learners or anyone for that matter. We're helping them with our language students we're helping them not only to acquire a new language, but we're teaching them vital computer skills to survive in a new and rapidly changing environment and culture. So to explore the topic of AI language learning tools further. I am excited to introduce our next speaker. I had the pleasure to meet last fall at the Contisole conference in Pasadena and where he enters his groundbreaking work with adult AI powered speaking practice application called flow speak, which is an innovative tool that's changing the way that they practice their English pronunciation skills and offers them flexibility to be able to practice anywhere at any time Matthew will share with us flow speak and how it's contributing to the evolution of language learning. So, without further ado, let's warmly welcome now to us. Good morning everyone, thank you to be here thank you very much for that warm welcome Barbara. And, you know, I was really impressed with the opening plenary presentation speech yesterday by Dr betters and she started with gratitude and I'd like to start with gratitude I'm super grateful to Barbara, who came up to me at the diesel conference. I'm really enthusiastic everybody knows and just really leads with compassion and humor. And just grateful to be connected with Barbara and have this opportunity to come and talk to you about what we're doing share a little bit about my background and, and, and then I have like a special offer for everybody in the room if you're interested. Flow speak uses voice and AI technology to help newcomers students, you know professionals to speak English more confidently. A couple of actually just last week I spoke to 100 students online from Indonesia they're about to come to the United States, and the nervous. They got scholarships to come here. They're excited they spent years and years studying English. So they've got all the foundational skills that pass all the tests to get in here. But they're wondering if they're going to fit in if they're going to understand if people can understand them. And so before departure I was trying to give them some encouragement and also explain a different thing textbook English and real everyday English. I asked the students have you heard some of these expressions before, you're crushing it. It's all downhill from here give me a ballpark figure. And you might. I'm curious if anybody noticed that Barbara dropped quite a few when you were talking to that, you know I don't want to pull the wall over your eyes. You know, we make these expressions in our everyday life, and we just, but thank you for granted we just use it for humor, we use it to illustrate a point. These are super hard. I'm probably, you know, talking to the choir here but you know you just do for a number of non native speakers to follow so I did this little exercise with the students from Indonesia. We're all on zoom so there's all these little small, you know squares. And, you know, I asked the students I said okay you think you're cracking it is a good express and put your thumb up. And you think it's bad but your thumb down. And out of a hundred students 90 students went like this. Right. So, and you can understand why right. And I say to the students why do you think that you know crushing that's, you know you're destroying something right. So it illustrates the point that English is really confusing and we say things that it sounds like it's the opposite. And so, even if you study a lot of textbook English and you come here you get a shock, because it's like it's doesn't doesn't seem to, you know, make sense. So, Barbara had a great video, and I had to up my game. So, you guys know this, this gentleman comedian is Ismo is from Finland. Yeah, yeah. Okay, yeah, he's hilarious so this is, this is Ismo, he's talking about his favorite word. He kind of illustrates the point. Yeah, yeah, so it kind of illustrates the point. I can't be reached. It's because the Instagram. Oh, Instagram's not allowed. Okay, then I got a performance. All right, well, it was a great video check it. Yeah, just check it look for Ismo on, you know, YouTube or something, but he does this, he does a bunch of different, you know, humorous skits, all around, you know, learning English understanding kind of like American culture is really funny stuff. So I recommend you check it out. He does this, he does this bit about his favorite word, and he says Americans have this word for when they've had enough coffee. And he says, and he says, you know, you start pouring the coffee and you go, you know, like that. Anyway, you gotta check it out, it's funny, much better than how I can do it. But it's just another illustration of, you know, you know, kind of a newcomer coming to the United States trying to figure out our culture trying to understand the vocabulary. We're trying to bridge the gap with our technology between, you know, this kind of textbook English and the real everyday English that we're using all of the time. And I think, you know, traditional publishers have shied away from this because when you're printing something, you don't want to have a mistake. There's a lot of nuance to it to explain it. And it can be dangerous, it feels dangerous sometimes because if it's using the wrong context and maybe it's going to sound offensive or something. You know, although called slang sometimes not proper, but it's what we use all the time and we're, I think we're doing a disservice to people trying to learn, because it feels like two languages. There's, there's the English front that you learn in school and there's English that you hear when you have to do a Zoom meeting when you have to do a job interview when you have to try to build up relationships with coworkers. I'll tell you a little bit about my story. I've been working in international education for 25 years. I just came back from Japan and I was working with the full right college program there. And I partnered up with John Goodman who's a technologist and he's been working in the tech industry for 15 years. And we pitched our idea to some local investors here in San Diego. And our company is in Herney, Mesa. So we're just a startup. We've been at it for a year and a half now. And these two gentlemen are ex Googlers, they liked our idea and they, they gave us a little bit of backing. We have some professors from San Diego also kind of driving us. We're using the technology and you know what I bring to this equation is that my experience with, you know, international students, sending people to work overseas. So I think the best use of the technology is to build conversational fluency, being more confident, being able to follow the conversation and be able to contribute to the conversation. And we do that, you know, by using the, you know, the voice in the technology and also, you know, adding in some everyday phrases that we use to help sound more natural. And the goal here is to help people, you know, achieve career success. So sometimes people ask me, well, what's your pedagogy, what's your learning philosophy behind all of this, you know, and I could probably, you know, talk about in different studies and whatnot. But I just think really simply that learners need more practice. When I was an English teacher in Japan, I could give plenty of reading homework, I could give lots of listening homework because there's YouTube and Instagram and I can give lots of writing homework. But I couldn't get them speaking homework. And why is that, you know, I thought about that as an English teacher, why my students unfortunately were just not getting that much better at speaking, they would come to my class once a week or twice a week. And English is fun, they learn a little, you know, they learn about the US a little bit, but I'm not really helping them in their career. And I thought about that. And the reason is that coming to my class twice a week is not enough. But I can't give them homework because if they go home, you know, they speak Japanese or they speak Portuguese or they speak, you know, Thai. And so they don't have the environment to use English on a daily basis. So that's the reason why we make flow so that people can have practice more often. The example I use frequently is, you know, like, if you take a piano lesson, the piano teacher, any piano players here? Anybody, maybe they're good at it or something like me, you know, you're not forced to take it. The piano lesson, piano teacher always tell me, she said, go home and you have to practice every day and don't come back and take my lesson again unless you practice every day. You know, the piano teacher had that like kind of Spartan image, right? Like basketball coach, right? You say, go home, shoot lots of moves, come back again. Like every skill that we try to learn, cooking, you know, computer programming, we tell everybody practice, practice, practice, but we don't do that with English. Why don't we do that? Why can't we do that? We know some stories, some students are super dedicated and they'll try talking to the mirror or something. Everybody's like, oh, that's really kind of, that's an outlier kind of situation. So the idea of using this technology is just to have that unlimited speaking practice. And every time you speak, you get AI scoring feedback and because you're practicing with a machine, there's no embarrassment. I don't know about you, but when I was an English teacher, I was careful about how much feedback I would give my students because I don't want to hurt their feeling. And I don't want them to not show up to next week. So I would pull back. Yeah, I see some people nodding their heads like, oh, you said that wrong. You don't want to say anything. It's culturally sensitive too. Because if you say, oh, you said, you know, it's like certain, you know, communities have a certain tendency to say pronunciation a certain way. And so it becomes sensitive, right? But with the machine, you get around that. So these lessons on flow are short. They're like, you know, two to seven minutes. We have vocabulary lessons, we have conversation lessons, we have ideal lessons. Ideal lessons is, you know, what's your opinion on this? Or what do you think? Or, you know, something that's more open-ended conversation is kind of a scenario between, you know, people talking. He's learning like, you know, expressions like caught my interest or I'm a team player. And then when you speak, you can get a breakdown of, you know, your score for pronunciation, speed and vocabulary usage. Also, you know, it'll analyze. So this is where the AI comes into play. It'll analyze your speech and give you color coded correction. So if it's green, it means it's clear. If it's yellow, it's moderate. And if it's red, it means it's not comprehensible. You can do a grammar check with it as well. And stay tuned, because we're adding chat to PT really soon, which will tell you how to say it better. So that's going to be cool. So, we've had, we did 20 pilots last year. We have nine, well almost 10,000 people using it now from 29 different countries. So we're still in testing, we're still in learning mode, but we've worked with, you know, universities here and overseas, many colleges, companies, hotels, we're trying to reach all kinds of different audiences to see how people respond to it. And it's a continually developing process. So what Barbara experienced at the end of last year, we've already made, you know, amazing strides at that time. But this is some of the feedback we get from our learners. I love the way he expressed this. He said I used to feel stuck. Dante's a researcher, very bright person, has been reading and writing and he is a very high academic level, but it doesn't have that chance that speaking like in Brazil. Thanks to the United States, you know, prior to coming to the United States, he's concerned about his English speaking ability, said I used to feel stuck like my tongue was locked. I love that expression. And now you can practice it feels like, you know, it's a little bit easier to get the speaking process going. So we're not even really sometimes an expression like that. It's not like we're really teaching English. We're just helping people unlock their potential. You know what the English they already have. So me is a Japanese language teacher at Stelman and Georgia. And she's immersed. She's here in the US, but the conversation is so fast. It's hard to follow native speakers. We drop all these expressions. And so she feels like with float you can kind of under, you know, practice these real conversation, but at my own pace, I can break it down. I can slow it down. I can do it over and over until I get used to it. And one thing I'll add to this is that I envision this tool and all of the other tools as a supplement to the classroom, not a replacement. When I go into universities and explain the platform, I think there's a little bit of hesitation amongst all the teachers I think with a conference like this, probably a lot more people leaning towards adoption of technology but I think when you go back to your institutions, you have a whole gamut. You have some people that love to try new technology. You have some people that are really scared. But for me, I think, you know, the technology is like a supplement. So in the classroom, you know, you introduce the subject, you're coaching, you're mentoring, you're explaining the nuance, but then you can use the technology to go home and practice, you know, repetition, do it 20 times, 30 times, 40 times. Elaine is a virtual assistant from the Philippines, says practicing with blow has been less intimidating or personalized interactive, you know, helping her in her career. So we did, you know, a trial with Bruce Monk, thank you very much. And right after I met Barbara, she's like, yeah, this is great, you know, the, you know, the epitome of early adopters, she's like, I'm going to try it right away with my students and thank you very much. So I, you know, gave Barbara like a two week promo code trial with her students, she distributed with the school, she made a link on campus or everybody to get to it easily and kind of it was our internal champion just to introduce it to everybody. And we got 37 students who signed up. And in between, you know, October to November, everybody used it for a couple weeks. We did a survey and 100% of the students said it was convenient for speaking practice and confidence improved, and they would recommend it to a friend, you know, her time period but really happy with the results. So, before I do this. Okay, great online audience was supposed to recognize the value different English and English and accents. Is there an advance of a built in why is the value some ways to pronounce English more than others. Right, right. Good question. Thank you. Hopefully you can hear me. So currently, we're trying. Well, we're using American English. You know, you know, very basic, you know, very common expressions. But as we build it, we want to add in, you know, British English and Australian English and expressions from different parts of the country. It's really interesting experience being a part of this. I gave a presentation to a gentleman from Nebraska and he shared that they have this expression called whipping donuts. It's about when your car is like in the snow, and we go around in circles or something like that. So, you know, regional areas have their, you know, their own expressions and their own, you know, way of saying things and pronunciation. And so we want to build that out. So if somebody in the US goes to the South, or they go to New York, or they go to Boston or, you know, they come to California, they can learn some of the lingo then they go to that. So that's part of our plan. Yeah, part of our plan. Part of our plan. Yes. Yes, I don't know the program. So does this have a certain topics they can choose to talk about it or they can just say, I want to practice talking about family and then that can give the start. Yeah, yeah, so let me do the demo. And I'm trying to find the keyboards. There it is. So let me get out of that and here. Okay, so I've logged in and we've learned so many things. Trying to build the app and use the technology and make it easy for people. One thing I got was really insightful is that we're dealing with a lot of young people in their 20s from around the world who want to use English to improve their careers. And one really big thing we've learned is that a lot of young people don't have email, or if they have it, they don't even, they can't remember their email address, but it's left their password. So a lot of people kept getting stuck out of maybe people you already have this experience in your body. A lot of people were getting stuck and they couldn't get back into the app. You can give them like a password reset thing and then you've got that whole like kind of, you know, trying to catch up anyway. Long story short is we made a phone number logins system. So if you just remember your phone number and put that in, you can get in. That made a big difference. So let's say, so you asked a question like how are the lessons group we group these into different themes. So this is a, this is a series called perfect you're hired it's about language for job interviews, but we have another one like on like cultural issues. So we have a mix of kind of casual, casual situations and kind of career development type of content. And we are working towards making adaptive learning so that the learner can get lessons that is suited to them when they onboard. They can access what their level is and then they'll get lessons in that area and going forward, they'll get lessons on the content and, you know, as they, as the AI is reading their responses they'll get lessons that fit their level. Does that help answer your question. Yes, and then so it seems like currently there is no lessons level. No, correct. So this is for maybe intermediate low is a starting point so as you can see everything's in English. So they have to have an ability to read and to listen and to be able to follow. So I recommend it for, you know, intermediate some of the lessons will say beginner and there's some very basic stuff in here that people can play around with and we have a beginner course that they can go through. So I think overall to get to this stage to be able to to practice your speaking you have to have the fundamentals for you need to have a good base first before you get to this. So, this is something for starting from intermediate low I think is is what you would look at. So for example, you know there's all these expressions we use when we're doing a job interview like it caught my interest being a team player. You know two weeks notice where different hats. So, you know, let's do the lesson, you know, stay on top of things. So, so I have this one it's disabled right now but I could put autoplay and it would just automatically start loading the audio but I'll click it here. Stay on top of things. Stay on top of things means that you pay close attention to the matter. So in the classroom, you can do a lesson on this or you can spend, you know, five or 10 minutes introducing the topic or the expression stay on top of things and how funny that is, you know, and kind of visually show it to the students, you know, of what that means. And then you can practice it in class, you could, you know, you know mimic scenarios for that, and then you could assign this for homework and say okay now go home and do this five times on your own. First practice speaking the phrase, say, stay on top of things. Alright, so I'll just tap here one time. Stay on top of things. I tap a second time and then within a few seconds my voice is hot converted into text and recorded. Stay on top of things. And then I'll get a score and gradually it gets more and more challenging now say it two more times. Stay on top of things stay on top of things. I used to do that often in the classroom just repeat the vocabulary over and over. So kind of mimicking that I got an excellent score this time. I actually recommend students keep doing it until they get the excellent score. When you do household chores, I stay on top of it. Okay, so when I do household chores, I stay on top of things. So it goes through some examples like that and it'll ask you questions like you would see in a job interview toward the end of the lesson so that you can use it in context right and gets more and more challenging. So if I click on the score, it'll give me a breakdown for the pronunciation, the speed and fluency. The technology still developing so you might be wondering like why aren't you getting 100%. So I tell students, you know, aim for over 80 excellent scores over 80%. You know, the next level down is good is about 60 to 80. And then you know below 60 is like an okay score we don't give out any like that was terrible kind of and if we go to the bottom here you can see, you know, each word is, you know, analyzed for pronunciation, and then you get a breakdown for each sound. So household, so household. And I got excellent for each of those sounds. And then I can do a grammar check, even though this is provided. It says, it says, you know, we didn't find any errors. So good job. But if you were to say your own response, you know, you could say whatever you feel like here and if you said it incorrectly, I could say, you know, I household chores, stay on top of things. You know, I skipped some words, speak a little bit more stuttered. See what, okay, my score went down. Let's see if grammar will be affected. It says speed up. So my speed went from 99 to 65. Okay, I didn't find any errors there. You know, I household chores well, I didn't catch it. And the next thing that we're working on is like, you know, the chat GPT will analyze this and we'll give you back even a another way or another option for saying that. So that's how it works. Yes. Question. Yes. More like a set questions by the program. Right. And then it's more like they're analyzing your speech and they give you kind of feedback. Right. It's not really like really conversation that you do with a, yeah. Exactly. We're not doing like open conversation where you just kind of the AI, or you just ask the AI any question and it comes back. These are all guided lessons. And they're grouped into themes so that there's a specific like kind of learning outcome from that. I've done English classes where you just kind of have open talk and it might be fun, but there's not really any kind of learning at the end of it. I think with these kind of set lessons is, you know, you can, you can just for two, two to seven minutes really hone in on the expression. There's a specific outcome, you know, learning that they can get from that. That's not how we're doing it, but the technology is developing. We will get to a point where you can have a conversation, kind of a free conversation with technology. But we, you know, currently, this is, you know, the format that we thought would be most successful for learners will also be building out some more features for like pronunciation corner. And if there's certain words that they're struggling with, they can practice just on those will also have like a word bank where people can, you know, get definitions and get more clarity on the words. There's other lots of other features here I'd love to show you. And I think we're kind of running short on time. Yeah, thank you for the question. We are thinking about it. You know, English will probably keep us busy for the next couple years, definitely. But I think there's possibilities for other languages, you know, French, Spanish, Japanese, you know, so yeah, I think there's, I think there's potential here. I think they just did QR code. Yes. So there is an app. So it's, you can use it from any internet connected device. About 80% of our learners use it from their phone. Yeah, so there's the flyers. Yeah, and there's a QR code there, or go to our website to access it. Okay, let's speak about IELC. Yeah. Okay, thank you. Okay. Any other questions? Good for now. So one of the, there's in the lesson, there's a button to say I want to share my responses with the community. I'll just show you what that looks like. So the AI is a developing technology, you know, kind of gives you a sense of if you're on the right track or not, but it's not 100% perfect. So the way we kind of supplement that is by having a channel here where you can connect with other people on the platform and members of our team to get feedback on your English. So it's kind of a stage space. One of the things we learn, other than just, you know, getting people logged in with cell phone numbers is that a lot of people don't have anybody to practice English with or share their excitement for English, or kind of feel at the same level. And so we've created a space where people can leave their responses from their lessons and get feedback. So, friends, and here's Joy, I'm ready to go with the flow so she, she did a lesson. I'm ready to go with the flow. Nice job, Joy, I'll give you a like. That was clear, you know, so it's, it's like social media for English learning. Yes. Anybody on the platform actually. So here's a person who says hi, how's it going. Hi, how's it's going. Okay, like, and then I can just type in here, I could say, you know, great job, MC, keep going for it, you know, or give some encouragement. And for, for learners, we can, we're looking at building features for teachers to give specific feedback to their students as well, kind of in a private format, this is kind of a public, you know, space where everybody can see it but if somebody were to write something inappropriate, it can be flagged and immediately removed. Matt, can I load in my student, can I, is that how it works or is it just kind of free for all? Yeah, yeah, thanks for, thanks for asking that. So, we have admin panels for organizations, it's the group we're working with in Japan as a company, but it's just the same for like, you know, a school, and we can list up all of your students in an LMS like this. And you can see, you know, how many lessons they started, how many they finished, how often do they retry in the lesson, this is critical, you know, getting in the repetitions. And then their confidence level score. And you can see even more data on the lessons they finished when they did the lessons, what their score looks like over time. Can everyone see that? And you can see what lessons they did. Okay, so you can see the dream, a big dreams lesson, you know, five repeats and got an average score of 84. Okay, good job. You can see when they're doing the lessons if they're doing them daily or if you assign like, okay, do four, four a week or something like that. You can track of that. And, you know, I'd love to talk with schools about how we can use this data to supplement your, you know, your purposes with CAFTAs and the data that you have to prove the effectiveness of your studies. I think we've got a lot of data here. I think I'm trying to learn at this conference is how can we, you know, kind of help you with your reporting. So we can produce reports like this on the students stats. One for Barbara and then also for Matt. Okay. For Barbara, can students have a conversation with CAFTA? Yes, they can. It's all written. It's not a spoken, it's everything at CAFTA, they have to write, so they have to practice their writing skills. Yes, they can. The answer to that is yes, but don't have them do their term paper. We have a question and your video was on there and it was stopped because you were asking a question. The sound was fine. It was, they were confused because the video hadn't started yet because you were asking a question. Oh, that was perfect. And for Matt, is most of those practicing set phrases or can students say their own sentences? Yeah, thank you for that question. Yes, you can say your own own phrases. And so the way we've made the lesson is those units that I was showing you with the series and they're based like on job interviews or world foods and there's many of those. The way they're built is first you start with the vocabulary, then you do a conversation and then you do an idea lesson and the idea lesson is open format and you can say whatever you want and any of the lessons by the way. Okay, thank you everyone. If you have any questions or, you know, or talk to me after and I'll answer any questions that you have. Thank you so much for coming. I just like to end it. If anybody's interested, happy to do a pilot program or to breathe with your institution. So if you're interested to email me or you can check out the details on our website. We'll be right back. Thank you.