Evaluating CALL courseware in a Stafford LumsdenSeoul National University of Education
• A framework for assessing CALL courseware• Using the framework to look at a specific example
Call evaluationEstablished views on assessing Take advantage of a courseware number of evaluation Diversity Flexibility processes
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)
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)
Mechanical or Are learners guided Meaningful by on screen hints? PracticeIs appropriateAlternate input Appropriate Feedback OK?
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?
Implementation Schemes• How can the software be used in ways other than those outlined by the author [developer] documentation?
Appropriateness Judgements Could time be better Will spent elsewhere? It Are learners likely to do Be it?Effective? Will $₩¥€£ It Be Efficient?
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
email@example.comSeoul National University of Educationtesol.snue.ac.kr