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Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
Seoul Conference
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Seoul Conference

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  • Transcript

    1. Evaluating CALL courseware in a Stafford LumsdenSeoul National University of Education
    2. • A framework for assessing CALL courseware• Using the framework to look at a specific example
    3. Call evaluationEstablished views on assessing Take advantage of a courseware number of evaluation Diversity Flexibility processes
    4. Before choosing CALL courseware• Teachers (and school management) need to assess the role of call in the syllabus being taught• Is it an integral or incidental part of what is being taught?• Is CALL being used to instruct or to offer practice?• Does the use of CALL offer communicative opportunities for students (Hubbard, 1988: 66)
    5. An Evaluation Framework
    6. Operational Description
    7. • Operational Description provides objective and detailed view of the operation of software and accompanying elements
    8. Activity types
    9. Accompanying items
    10. Presentation schemes
    11. Interface
    12. Teacher Fit• Do the developers assumptions regarding language teaching, as manifested in the courseware, correspond to those of the person evaluating it? (Hubbard, 1988: 61)
    13. Mechanical or Are learners guided Meaningful by on screen hints? PracticeIs appropriateAlternate input Appropriate Feedback OK?
    14. Learner Fit • Courseware usually chosen with a group of learners in mindMechanical Appropriate or FeedbackMeaningful Practice Is appropriate Are learners guided Alternate input by on screen hints? OK?
    15. Implementation Schemes• How can the software be used in ways other than those outlined by the author [developer] documentation?
    16. Appropriateness Judgements Could time be better Will spent elsewhere? It Are learners likely to do Be it?Effective? Will $₩¥€£ It Be Efficient?
    17. Middle School English
    18. Operational Description• Learner work book• Learner activity book• Interactive CD• Additional mp3 CD• Teacher manual
    19. Presentation Schemes• CD renders virtual pages, the metaphor being continued to the extent that pages are turned by the mouse.• Provides low barrier to entry
    20. Teacher Fit• Debate to efficacy (Korean Context)• Useful in-class for NEST• Bilingual
    21. Guides StudentsProvides meaningful through courseware Practice Semi-authentic provides feedback Texts
    22. AppropriatenessDoes MS English 1 represent appropriatecourseware vis-á-vis Hubbards framework?
    23. YES
    24. Higgins, J., (1983) Can computers teach? CALICO Vol. 1No. 3Hubbard, P., (1988b) Towards a ComprehensiveMethodological Framework for CALL softwaredevelopment, Paper presented at International TESOLConvention, March 1988Hubbard, P., (1988b) An Integrated framework for CALLcourseware evaluation CALICO, Vol. 6 No. 2Kim S., et al, (2008) Middle School English 1, Seoul:Doosan
    25. stafford.lumsden@gmail.comSeoul National University of Educationtesol.snue.ac.kr

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