ÃÛÌÒapp

As economies around the world deal with the impact of AI on the workplace, the role of English is, if anything, gaining in importance. It has long been the?lingua franca?of international business but as AI starts to replace some of the more routine jobs at work, and AI translation is able to deal with some of the more transactional tasks, employers are looking more and more at recruiting employees with the soft or human skills that AI cannot currently replace. Skills such as communication, collaboration and leadership. English is no longer simply an entry requirement for a university education. It is the key to achieving many of life¡¯s goals.?

Given the importance of English for cross-border communication, it is vital that learners are guided by internationally-recognized standards. Standards such as the Common European Framework of Reference for Languages (CEFR) and the Global Scale of English (GSE). We sat down with Yukio Tono, professor at the Graduate School of Global Studies at Tokyo University of Foreign Studies and promoter of the CEFR in Japan, and Mike Mayor, Senior Director of the Global Scale of English at ÃÛÌÒapp, to discuss the relevance of these two frameworks for English language education in Japan.??

"What¡¯s the most effective way to learn English?" It¡¯s a question that has perplexed linguists for years. I see room for plenty of innovation in where it all starts - 'Ed'.

The evolution of edtech

In the seventies, reel to reel tape recorders were the latest technology. They enabled us school kids in the north of England to hear French sentences spoken by a first language speaker, rather than by an English teacher.

We looked at pictures projected onto the wall, listened to the sentences and repeated them over and over again.?Not only did the audio-lingual methodology use the latest technology ¨C but the pedagogy was also based on the 'sound' learning science of behaviorism. In a nutshell: if you repeat something often enough, it becomes automatic.

This 'drill and kill' approach to language learning has since been discredited and replaced by the communicative approach. Nevertheless, it lasted long enough to inform all of my secondary school French education.

I was considered a linguist and a grade A student. I went on to study for a French degree. But when I finally landed in France, I was unable to participate in even the most basic conversations. How effective had my language learning been?

A focus on outcomes is needed

So what is the takeaway? Publishers, entrepreneurs and edtech companies must think carefully about their products and courses. What problems are they trying to address? What outcomes are they trying to target?

It¡¯s not enough to be innovative or novel. The shiny new toy will only engage learners for a short time if they don¡¯t feel like they are making progress. We need to measure the impact on actual learning.

However, it is great to see so many exciting things happening in the world of edtech. For the first time, I believe we are on the cusp of delivering truly personalized learning journeys to all students ¨Cnot just those who can afford individual tuition.

Many of us are developing AI that makes the learning journey adaptive, that monitors learner progress and surfaces that progress to the learner, that offers feedback on pronunciation, grammar, vocabulary, speaking and writing.

We know that feedback has a significant impact on learning. We also know that it is challenging to give feedback on spontaneous language. But this is where AI is heading and soon the vision of learners interacting with virtual tutors on various topics will be a reality.

The role of teachers in the edtech landscape

Will technology replace teachers? Unlikely. Language is a social construct. We learn languages to communicate with others ¨C and an increasing number of language apps are partnering with online tutors and creating language communities to address this need for human interaction. But technology can supplement what the teacher does ¨C and will be able to do so more meaningfully thanks to AI.

It can extend language learning outside of the classroom, driving faster progress. It is available 24/7.It provides learners with a safe space to practice and fail ¨C a way to build confidence. It does not replace the teacher. Instead, it enables the teacher to be replaced in the classroom, focusing on the communicative elements of language learning that are still a challenge for apps.

What do we mean by English fluency, and how can understanding competencies across the four skills provide a more realistic picture of communicative English ability?

What is fluency?

As someone who worked in dictionaries, the meaning of words has always interested me ¨C and fluency is a particular case in point. Language learners often set themselves the goal of becoming fluent in a language. Job adverts often specify ¡°fluent in English or Spanish¡± as a requirement. But what does being 'fluent' in a language actually mean? If we look in the Longman Dictionary of Contemporary English, we see that fluent means ¡°able to speak a language very well¡±. Fluent speech or writing is described as ¡°smooth and confident, with no mistakes¡±. In general, fluency is most often associated with spoken language ¨C but is that the goal of all language learners? And what does being able to speak fluently show about the other language skills?

Describing English proficiency

Before entering the world of dictionaries, I taught English as a foreign language in France. At that time, the Common European Framework of Reference for Languages (CEFR) had not yet been published and learners were described in very general terms ¨C beginner, intermediate, advanced ¨C with no agreed standards on what learners at each level were expected to know. As well as establishing standards, the CEFR also shifted the focus of language assessment from knowledge of grammar and vocabulary to functional competence, i.e. what can a student actually do with the language they¡¯re learning across the four skills:

• listening
• reading?
• speaking
• writing

Interestingly, while calling out specific objectives for each skill, almost two-thirds of the information in the CEFR describes spoken language. This seems to imply that spoken fluency is indeed the most important goal for all language learners.

Mapping out a personalized path to proficiency

As a global publisher, ÃÛÌÒapp English recognizes that all learners are different ¨C in their backgrounds, learning environments and learning goals. This is why we have undertaken new research to extend the set of learning objectives contained in the CEFR to account for learners who need detailed information about their level in all four skills, not just in one (typically, that of speaking).

No learner will be equally proficient in all four language skills ¨C in the same way that no native speaker is equally proficient in all skills in their first language. Some of us are better at writing than speaking, and many are illiterate in their first language. A true measure of language proficiency needs to take into account all of the skills. Equally, not every learner of English will need to be 'fluent' in spoken communication.

Many researchers need to read papers in English and attend conferences in English ¨C but will only ever present and write in their first language. Is 'fluency' a good way to describe their goal? And if it isn¡¯t, does that somehow diminish their language achievements? By acknowledging proficiency in individual skills ¨C rather than catch-all terms such as 'fluent' ¨C we gain a clearer understanding of goals and outcomes, and with this knowledge, we are in a better position to tailor learning to the individual.

Interested in learning more about the English language? Check out our post?How using jargon, idioms and colloquialism confuses English learners and our post on strange English phrases.

If you're looking to improve your own fluency (in any language) make sure to check out our language learning app Mondy.?