Phase one of the thesis explores the critical need for better translation tools to assist Chinese international students in adapting to their new lives in Canada. The research was initially driven by my own personal experience and the challenges faced by my family upon immigrating to Canada.

Drawing on primary and secondary research, the study identifies several significant benefits that an improved translation tool can offer to Chinese students studying abroad.

The primary obstacle faced by Chinese students is the language barrier. Although many possess a basic understanding of English They often struggle with complex academic words and rare daily vocabularies. However, a reliable translation tool serves as an indispensable aid, enabling effective communication with peers, professors, and others, thus enhancing their daily life in a foreign country. Moreover, this enhanced tool can significantly contribute to their confidence by letting them say “what they want to say” instead of “what they are capable of saying”.

Phase one highlights the importance of social integration for a fulfilling university experience. Improved translation tools facilitate better communication and social interaction, breaking down cultural and language barriers, and fostering cross-cultural friendships between Chinese students and their Canadian counterparts.

Practical matters, such as reading transportation schedules, understanding rental agreements, communicating with landlords, and handling administrative tasks (university paperwork, visa and immigration-related documents, financial matters, healthcare, etc.), often pose challenges for international students. A reliable translation tool can alleviate these difficulties, allowing students to adapt more quickly to their new environment.

Moreover, phase one of the thesis emphasizes the significance of cultural understanding. By providing insights into cultural norms, local customs, and traditions, a translation tool can aid Chinese students in navigating social situations, reducing misunderstandings, and promoting a more enriching cultural exchange.

Lastly, the research addresses the emotional challenges faced by international students when moving to a foreign country. Despite their desire to make friends with peers from different backgrounds, many students may feel hesitant to step out of their own social circle. To proactively foster cross-cultural relationships, the study proposes the additional interactive features to encourage and facilitate meaningful connections between students of diverse cultural backgrounds, promoting a more inclusive and enriching university experience.

A common misconception is that international students do not want to talk to domestic students, but the truth is they often struggle with formulating sentences and expressing themselves in English. This language barrier leads to missed opportunities for meaningful interactions as conversations move on before they can respond.

Some Canadian students may misinterpret international students' hesitation as a lack of interest, but in reality, both groups are equally enthusiastic about connecting with each other. The environment and the people around them play a significant role in helping international students feel more comfortable engaging in conversations. Being in the company of individuals with weaker English skills or in a safe environment that encourages making mistakes in English can reduce their nervousness and encourage active participation.

The initial process of making friends is overwhelming and challenging for international students. They feel more at ease when domestic students take the lead in conversations and create a supportive atmosphere that reduces the pressure to speak perfect English. The lack of confidence in expressing their thoughts often leads international students to remain silent rather than risk embarrassment.

For those international students who have many domestic friends, it usually indicates they have been in the country for a longer time, have improved their English communication skills, and gained comfort in social situations. To aid international students in overcoming language barriers, the use of translation tools with neural networks and visual feeds can enhance their understanding of translated context and improve accuracy.

The beginning stage of the project was like a walk-in-the-fog (Eddie Obeng's model of project types). The absence of constraints presented both an intimidating "privilege" and a fear of the potential "consequences" of making erroneous decisions. Nevertheless, I managed to refine the project's focus, centering on facilitating adaptation and acculturation for foreigners in Canada.

As I delved deeper into the problem space, I recognized that some branches would remain beyond my reach. Consequently, I further converged my focus, honing in on a specific persona type. With my narrowed focus, I immersed myself fully in the research phase. Though the overall schedule remained tight, the invaluable results I obtained were well worth the effort. Additionally, serving as a PAL mentor enabled me to gather first-hand information from first-year students through on-site participant observation, an approach I had not previously attempted. This yielded many previously overlooked details, enriching the project's understanding.

The most exhilarating moment during the Discovery phase was a powerful Eureka moment, partly attributed to overcoming analysis paralysis. A serendipitous shower thought led to the conception of using AI draw as a storytelling translator tool, subsequently guiding the project's direction.

Regrettably, time constraints precluded me from conducting actual user testing on the high-fi prototype. Nevertheless, I adeptly proposed a solution through storytelling, drawing on emotional appeal techniques employed in various hackathons. For future challenges of a similar nature, I am prepared to approach them with a different perspective and strategy.

During the development and delivery phases, numerous ideas surfaced, envisioning a more expansive and inclusive end product. Nonetheless, I consistently reminded myself to concentrate on current constraints, intending to expand the scope in future iterations. I have recorded these ideas as ideal suggestions for future planning, emphasizing the need for ample planning, research, and testing:

1. Incorporate language learning functions, utilizing the best visual representations such as user-drawn content.
2. Extend accessibility beyond international students, encompassing diverse groups like new immigrants, individuals with hearing or speech impairments, those with autism, or those attempting to learn a second language in another country.

In the final delivery of the solution, I embraced storytelling as a compelling approach, harkening back to the initial problem statement presented in the appendix. This approach effectively presented both the solution to the problem and the emotional journey of the target user. Personally, I hold a great appreciation for this technique and anticipate employing it more frequently in future endeavors.

In phase two of the thesis project, the focus was primarily on Chinese international students. The main objectives included:
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1. Facilitating engaging conversations with domestic students.
2. Ensuring effective communication of the students' genuine wants and needs.
3. Building friendships and connections with domestic students.
4. Reducing stress and awkwardness when using a translation tool.
5. Creating a sense of safety and reducing embarrassment when making English mistakes, particularly when using new words obtained from translation results.
6. Improving the speed and accuracy of the translation process.

To validate these objectives, primary research was conducted, including cross-user activities and interviews. Additionally, existing translation tools like Google Translate and Youdao Translate, and many others were explored to understand their design processes and functions.

By combining the findings from both primary and secondary research, different priority needs of international students were identified. It was discovered in phase one that visual aids, such as drawings, can enhance the storytelling process and aid in translation. However, it was also recognized that drawings can be distracting during conversations, especially when both drawing and speaking a second language require mental effort. Therefore, in phase two, the focus was on finding efficient ways to incorporate visuals into translated conversations while maintaining smooth flow and communication.

Based on the research, several key insights have been identified, which will be instrumental in guiding design decisions for the project:
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1.   International students feel uncomfortable using a translation tool during conversations due to the interruption it causes. Waiting for the translation result hinders the flow of the conversation, leading to potential disengagement from other participants.
2.   The use of a translation tool makes international students feel impolite as it interferes with maintaining eye contact and displaying signs of active listening. This lack of non-verbal cues can hinder the sense ofconnection and understanding during interactions.
3.   International students often experience frustration when they struggle to find the correct words quickly enough using the translation tool. Even if they find the right word, they still need to figure out how to pronounce and structure it in the context of their intended sentence.
4.   Some international students prefer explaining the context using the vocabulary they already know, even if it requires more sentences. They believe that domestic students will eventually understand the message. However, this approach can lead to missed learning opportunities, create gaps in understanding during conversations, and result in the context being distorted or unclear.

Considering these insights, the design decisions will aim to address the challenges international students face when using translation tools, ensuring smoother communication and fostering a more inclusive and effective conversation environment.

During iteration two of the project, I experienced a significant shift in clarity and focus. I had a clear goal from the beginning and further refined it during the discovery phase, resulting in targeted and insightful discoveries that guided the development of a user-centric solution using Evidence-based design.

Building on the progress from the previous iteration, my immediate priority is to test the first prototype approach. Embracing the "Fail fast" philosophy, I aim to rapidly test concepts and ideas with users to identify and address issues early on, preventing costly changes in subsequent iterations. The strong foundation laid in the previous phase allows me to dive into testing and incorporate valuable user feedback in this iteration.

Despite the progress made, I am not entirely satisfied with the final prototype. There is still ample room for improvement, ranging from the core problem space of achieving quick and accurate translation results to refining user experiences and micro-interactions. For instance, I aim to address issues like the small UI and text size and incorporate finger drag functionality to enhance the smoothness of the conversation translation process.

In my next steps, I plan to engage with field experts and conduct further research to inform the redesign of this translation tool, catering to the needs of international students and potentially a broader audience. My focus remains on finding innovative ways for international students to communicate with greater accuracy and speed, utilizing visual aids and exploring other options. I firmly believe that this solution can be achieved not just through improved programming or AI but also through thoughtful design. Ultimately, the result has the potential to benefit millions of people and contribute to a happier life for those facing language barriers.

The research findings started by addressing the adjustment process for Chinese international students (CIS) in Canada is not a one-time event but a dynamic and cyclic experience. Students continuously undergo multiple rounds of adjustment, leading to active growth in their intercultural learning. This process can be summarized in three stages: a stressful start, adaptation to the new context, and achieving individual development.

Regarding translation, it is a complex task that reflects one's thought process, societal values, and cultural knowledge of both source and target languages. To improve translation quality progressively, CIS needs to integrate translation experiences. Professional translators understand the significance of cultural differences, audience needs, and research gaps in producing high-quality translations.

Machine translation, on the other hand, faces challenges, especially in creative and cultural translation, where cultural interpretation is crucial for proper context understanding. Certain words, like examples in the PDF"太极拳 (tài jí quán) | Tai qi," "关系 (guan xì)" | favors/relationship are difficult to translate accurately, and finding equivalent translations between Chinese and English is challenging due to language and cultural differences.

CIS also faces Chinglish embarrassment, experiencing mistranslations influenced by Chinese culture and language. This pressure to use proper English as a sign of education and modernity creates stress, even for those who have lived abroad for years. Overreliance on translation software can lead to mistakes, but reducing Chinglish requires improving translation accuracy, deepening knowledge of cultural differences, and practicing intercultural communication.

The "Chinese Phantom" phenomenon refers to CIS exhibiting unsocialized behavior, caused by a knowledge gap between CIS and domestic students (DS). Language and cultural differences lead to hesitation in expressing themselves, making them withdraw from conversations. Bridging this gap through understanding, a supportive environment and intercultural exchange can foster better communication.

Intercultural relationships offer mutual benefits, with CIS adapting faster and feeling more comfortable making English mistakes when connecting with DS. DS gain new perspectives and shared interests. Shortening the CIS adjustment process has broader societal benefits, contributing significantly to the Canadian economy, and improving the social atmosphere in diverse schools.

Literal translation involves accurate reproduction of the original text, while creative translation uses the source text as a reference to produce equally compelling content in the target language, often using innovative expressions.

Overall, the research conducted informs the future development phase of the prototype.

In phase four, research findings and test results from previous iterations informed the development of iteration five. The prototype was tested and refined based on user feedback to create an effective translation tool for Chinese international students in Canada, addressing language challenges and cultural interpretation. The iterative approach ensured a user-centric design, facilitating seamless communication, intercultural understanding, and integration of visuals.

In Phase Five of my thesis project, I concluded by summarizing the core problem, key insights, and the process of developing the solution. Time constraints and project deadlines limited the extent to which I could refine the design solution, but I focused on addressing the users' pain points and gains as much as possible.

However, even though the thesis project was completed a year and a half before the introduction of ChatGPT, I am eager to continue working on this project. With the recent emergence of ChatGPT and other natural language processing tools driven by AI technology, I see great potential in combining these advancements to create a more seamless and human-like conversation experience without the need for translation tools.

Though the thesis project had its limitations, the idea of integrating AI-driven natural language processing to enhance intercultural communication remains compelling to me, and I am enthusiastic about exploring this area further in future work.