Writers Bloom
Helping ESL students receive relevant feedback for their creative writing
Team Members (UX Designers)
Astrid Manzanilla, Azza Osman, Julia Gil, Nusaybah Shabnam, SumPing Kayla Zeng
Client:
In collaboration with the Innovation Hub
Role:
Led User Research, Conducted Usability Testing, Wireframed Low Fidelity Flows, Prototyped Medium Fidelity Flows, Brainstormed ideas during Ideation
Tools Used:
Miro, Figjam, Figma, Balsamiq, Google Forms, Pitch
Methodology:
IBM Design Thinking Framework
Duration:
4 months (Sept 2022- Dec 2022)
What is Writers Bloom?
Writers Bloom connects ESL students with a strong interest in creative writing to other creative writers who speak the same language. Receive appropriate and relevant feedback and have discussions about your work through the mobile platform!
Problem:
ESL students are frustrated when they go to the writing center. The writing centers at UofT only give feedback on grammar to the students. Creative writing does not follow grammar. Additionally, the language spoken is limited to English therefore, ESL students struggle to communicate with the writing tutors.
Solution:
Writers Bloom helps connect ESL students to other creative writers who can speak the same language as them. As their mentors are also creative writers they will receive appropriate feedback and eventually write creative pieces in English as naturally as their primary language.
USER RESEARCH
Background Research
We were interested in investigating the barriers experienced by English as a Second Language (ESL) students and how they are being supported at post-secondary institutions. We found that ESL students face problems in:
Mental Health
Academia
Culture
Advocacy
Based on our unanimous decision as a group, we chose to focus on Academia. As we researched further we found that ESL students struggle with feedback, communication with professors and classmates, and with their writing (translating their work from their primary language to English).
Primary Research
In order to gain a deeper understanding of the problem space, we sent out a survey and conducted semi-structured interviews. We chose surveys as this was the fastest way to find ESL students who had accessed the writing center. Through the survey, we found candidates who were interested in doing an interview with us on this topic. We chose to do semi-structured interviews since it was more natural, and through an interview, we can probe and find details about their experience.
To analyze the survey results, which were quantitative, we measured the mean, median, and modes and for the interview results, which were qualitative, we put together affinity diagrams.
Online Survey
We received 20 survey responses
Interview
We conducted 5 interviews
Findings
The survey results showed that:
15 out of 20 ESL students prefer other writing resources over UofT’s.
When asked which other writing resources they use:
16 out of 20 ESL students rely on Grammarly or peer support over the writing center
Why do ESL students prefer Grammarly and Peer Support over UofT’s writing center to receive feedback?
In our interviews, we found various themes, but three themes were consistent among all interviewees for why they don’t prefer using the writing center at UofT:
Lack of Familiarity
ESL students have difficulty explaining their assignments before receiving feedback, and this reduces the time they can spend with the tutor
Limited Appointments
Appointments at the writing center are limited and if urgent help is required students were not able to receive any feedback
Peer Support
ESL students ask peers for feedback who speak the same primary language as them on their work or classmates who understand the assignment
RESEARCH ANALYSIS
Persona
After conducting the research and gathering insights we came up with a persona, through who we can visualize our users’ pain points and seek solutions.
Pedro is an ESL student who has a deep interest in creative writing but struggles to translate figurative language from Spanish to English. The feedback from the writing center isn’t relevant and seeks help from peers who speak the same language as him.
Journey Map
We used Journey mapping to show Pedro’s creative writing journey and better understand where his pain points lie and where we can provide solutions.
As-Is Scenario
In the As-is Pedro translates his poem from Spanish to English but struggles to translate the context and figurative language. Upon visiting the writing center, he only gets feedback on his grammar which doesn’t improve his poem.
Prioritization Grid
Based on the pain points identified in the as-is scenario we brainstormed many solutions for Pedro. We dot voted and classified the ideas based on impact and feasibility.
The grid shows marginal gains which are low impact and feasibility, quick wins are high impact with medium feasibility, big bets are high impact and low-medium feasibility, and finally home runs are high impact and feasibility.
IDEATION
Low Fidelity Prototype
Based on the prioritization grid we decided to create an app whereby ESL students can connect with bilingual peers to give them feedback through a matching process.
We focused on 3 different tasks: Sign up and Connect with a mentor, Receive and Interact with feedback, and Chat with the mentor.
Lean Evaluation
We conducted lean evaluations through think-aloud and 5-second tests on the low-fidelity prototype with 3 users.
We found 3 key insights:
The language was not easy to understand for ESL students while onboarding
The receiving feedback screen was too crowded and unintuitive
The video call option was a security issue for the users
As can be seen from the medium fidelity prototype:
We simplified the onboarding process for ESL students and added an option for them to be a mentor, mentee, or both.
IMPACT: The student will feel confident that they will be matched well as the language is simplified and they can help others with their skills
We cleaned up the receiving feedback screen and made it easier to interact with the feedback.
IMPACT: The student will be able to understand the feedback without cognitive overload and enjoy a seamless experience
We removed the video call option.
IMPACT: The student will feel safe using the application and while chatting with their mentor.
Medium Fidelity Prototype
We ruminated over this feedback, worked as a team to change the prototype, and created our medium-fidelity prototype.
To-Be Scenario
This is what will happen now that Pedro can use the app to help him improve his creative writing (a poem in this case). In the To-Be Pedro can contact peers who speak Spanish and English fluently and can help him with translating the context and figurative language appropriately. This gives him a stronger poem for the Poetry Slam.
Usability Testing
In order to evaluate the medium fidelity prototype and gain insights on what can be improved and what worked well we conducted usability tests with 4 participants. We asked them to complete 3 tasks while we observed them, took notes of what they were saying and asked questions.
Task 1: Complete an onboarding questionnaire to match with a peer mentor
Task 2: Accept feedback from a peer writing mentor
Task 3: Contact a peer writing mentor about writing feedback
Positives:
The users mentioned the feedback screens were cleaner and more intuitive.
The users enjoyed the audio feedback option
The users enjoyed the aesthetic more than the low fidelity.
Areas of improvement:
Users were confused about how they should quantify their level of creative writing, whether the level was in English or their primary language.
Users did know they had to click on the highlighted feedback to interact with it.
Users questioned if the chat would be saved for further communication since it is currently linked to the feedback.
NEXT STEPS
Increase the scope of the languages available on the app
Research further to see if Writers Bloom can accommodate in-person meet-ups.
Iterate on the medium fidelity prototype to address user pain points
Create flows from the mentor perspective and conduct evaluations to get feedback
KEY TAKEAWAYS
Consistent Communication
Over the course of the project, I learnt a lot about working with people from various backgrounds and skillsets. I always shared my thoughts with the group and made sure I listen to their thoughts and ideas as well.
Open to Ambiguity
I learned that the process of creating the app and UXD is not linear, there are lots of iterations and areas of ambiguity. As a result, I was able to pivot and come up with new ideas and think beyond what I thought I knew.
Phrasing my Ideas in Short Sentences
While doing interviews during user research, I used to talk more than required. Over the course of the project, I learned to be more succinct which is key in UXD.